Assessing Digital Competence of Future Teachers: Design and Validation of a Questionnaire Adapted to Italian at the University of Bologna
Abstract
The article presents the validation of a questionnaire designed to assess the digital competences of future teachers at the University of Bologna, specifically targeting students in the Pedagogy, Primary Education, and Early Childhood Education programs at the Giovanni Maria Bertin Faculty. Given the increasing use of technology in various domains, measuring individuals' digital competences is crucial, especially for future educators. The questionnaire was based on Cabero-Almenara et al., (2020) " Cuestionario de Competencia Digital para Futuros Maestros" (CCDFM) and was adapted to Italian for this study. The validation process included cultural adaptation, expert review, and a pilot test. To ensure the reliability of the collected data, analysis techniques such as reliability analysis using Cronbach's α coefficient, assessment of sampling adequacy through KMO, and Bartlett's sphericity tests were applied. Additionally, factorial analysis and factorial rotation were used to examine the item structure in each dimension of the questionnaire, along with factorial load tests to assess the relationship of each item with its respective factor. In an era where technological integration in education is paramount, this validated instrument holds promise for enhancing teacher preparation and refining methodologies for assessing digital competences. The study's results underscore its significance for both education professionals and researchers, reaffirming its potential to contribute to the advancement of practices in teacher training and broader research on digital competence.
Downloads
References
Al Jaghsi, A., Saeed, M., Abu Fanas, S., Yaseen Alqutaib, A. y Mundt, T. (2021). Validity and reliability of new instruments for measuring patient satisfaction with removable dentures, Arabic Version. BMC Oral Health, 21. https://doi.org/kttw
Amador-Alarcón, M. P., Torres-Gastelú, C. A., Lagunes-Domínguez, A., Angulo-Armenta, J., Argüello-Rosales, C. A. y Medina-Cruz, H. (2021). Marcos de competencias digitales relacionados con seguridad para docentes. Pädi Boletín Científico De Ciencias Básicas E Ingenierías Del ICBI, 9(Especial), 48-52. https://doi.org/kttz
Blázquez Sánchez, N. (2017). Cuestionarios validados: una potente herramienta para la investigación. Actas Dermo-Sifiliográficas, 108(10), 892–893. https://doi.org/ktt2
Bolarinwa, O.A. (2015). Principles and Methods of Validity and Reliability Testing of Questionnaires Used in Social and Health Science Researches. Nigerian Postgraduate Medical Journal, 22, 195-201. https://doi.org/gfj8w4
Cabero Almenara, J. y Palacios Rodríguez, A.d.P. (2020). Metareflexión sobre la competencia digital docente: análisis de marcos competenciales. Revista Panorâmica, 32, 32-48. https://bit.ly/3OhXRxy
Calvani, A. (2013). Le TIC nella scuola: dieci raccomandazioni per i policy maker. Form@ re-Open Journal per la formazione in rete, 13(4), 30-46.
Carretero, S., Vuorikari, R. y Punie, Y. (2017). DigComp 2.1: the Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Publication Office of the European Union. https://doi.org/gnr6q3
Castañeda, L., Esteve, F. y Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital?. Revista de Educación a Distancia (RED), 56. https://doi.org/gjng6p
Choi, M., Cristol, D. y Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121. https://doi.org/gddfqs
Codice Etico e di Comportamento dell'Ateneo (attuativo dell’Art. 2, comma 1 , della Legge 240/2010, dell’Art. 36 dello Statuto di Ateneo e del D.P.R. 16/04/2013 n. 62). Regolamento recante codice di comportamento dei dipendenti pubblici, a norma dell’Art. 54 del D.Lgs.vo 30/03/2001 n. 165
Crompton, H. (2017). ISTE standards for educators: a guide for teachers and other professionals. International Society for Technology in Education.
Decreto Ministeriale 399/2020, de 26 de junio, Adozione delle Linee Guida sulla Didattica digitale integrata. Ministero dell’Istruzione, 89, de 7 de agosto de 2020. https://n9.cl/dkjit
Díaz-Muñoz, G. (2020). Metodología del estudio piloto. Revista chilena de radiología, 26(3), 100-104. https://doi.org/ktt3
Gallego, C. F. (2004). Cálculo del tamaño de la muestra. Matronas profesión, 5(18), 5-13.
García-Pérez, M. A. y Olmos, R. (2021). Validación del cuestionario de calidad de vida relacionada con la salud en pacientes con enfermedades crónicas. Revista de Investigación Clínica, 73(2), 81-89.
García-Ruiz, R., Buenestado-Fernández, M., & RamírezMontoya, M.S. (2023). Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura [Assessment of Digital Teaching Competence: instruments, results and proposals. Systematic literature review]. Educación XX1, 26(1), 273-301. https://doi.org/k47z
Girón, V., Cózar, R. y González, J.A. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 193-218. https://doi.org/k472
Gutiérrez Castillo, J.J., Cabero Almenara, J. y Estrada-Vidal, L.I. (2017). Diseño y validación de un instrumento de evaluación de la competencia digital del estudiante universitario. Revista Espacios, 38(10)
Hatlevik, O. E., Throndsen, I., Loi, M. y Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107–119. https://doi.org/gczpkp
Hernández, O. (2021). Aproximación a los distintos tipos de muestreo no probabilístico que existen. Revista Cubana de Medicina General Integral, 37(3). https://acortar.link/QPxT3D
Hernández, S. M. B. (2018). Marco común de competencia digital docente. Revista Iberoamericana de Educación a Distancia, 21(1), 369-370.
Huang, R. y Rust, R. T. (2018). The truth, the whole truth, and nothing but the truth: On building high-quality constructs. Journal of Business Research, 91, 177-182.
Jiménez-Hernández, D., Muñoz, P. y Sánchez, F.S. (2021). La Competencia Digital Docente, una revisión sistemática de los modelos más utilizados. Revista Interuniversitaria de Investigación en Tecnología Educativa, 10, 105-120. https://doi.org/kbdd
Li, X., Wang, Y. y Zhang, X. (2020). Analysis on the development strategy of China's fruit market based on principal component analysis. Journal of Agricultural Science and Technology, 22(3), 503-514.
López-Aguado, M., y Gutiérrez-Provecho, L. (2019). Cómo realizar e interpretar un análisis factorial exploratorio utilizando SPSS. REIRE Revista d’Innovació i Recerca en Educació, 12(2), 1–14. https://doi.org/c9vd
Martínez Ramírez, J. L. (2019). El proceso de elaboración y validación de un instrumento de medición documental. Acción Y Reflexión Educativa, (44), 50–63. https://acortar.link/ufR3ik
Méndez, V.G., Suelves, D.M., Méndez, C.G. y Ramon-Llin, J.A. (2023). Future teachers facing the use of technology for inclusion: A view from the digital competence. Educ Inf Technol 28, 9305–9323 https://doi.org/k473
Ministerio de Asuntos Económicos y Transformación Digital (2021). Plan Nacional de Competencias Digitales.
Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82.
Mora, E. A., Carrasco, A. A. S., Muñoz, V. P. M., Salinas, R. S., Huerta, S. C., Noriega, E. P. y Landeros-Olvera, E. A. (2015). Características de la prueba piloto: revisión de artículos publicados en enfermería. Revista de Enfermería Neurológica, 14(3), 169-175.
Moreno, M., Gabarda, V., y Rodríguez, A. (2018). Alfabetización informacional y competencia digital en estudiantes de magisterio. Profesorado. Revista de currículum y formación del profesorado, 22(3), 253-270. https://bit.ly/33g331z
O'Dwyer, L. M. y Bernauer, J. A. (2014). Quantitative research for the qualitative researcher. SAGE Publications. https://doi.org/ktt5
Palacios, A., y Martín, L. (2021). Formación del profesorado en la era digital. Nivel de innovación y uso de las TIC según el Marco Común de referencia de la Competencia digital docente. Revista De Investigación Y Evaluación Educativa, 8(1), 38-53. https://doi.org/k474
Pamies Berenguer, M., Gomariz Vicente, M. Ángeles, & Cascales Martínez, A. (2022). Factores condicionantes de la transferencia de la formación permanente del profesorado no universitario. Revista de Educación a Distancia (RED), 22(69). https://doi.org/k475
Pizarro Romero, K. y Martínez Mora, O. (2020). Análisis factorial exploratorio mediante el uso de las medidas de adecuación muestral kmo y esfericidad de bartlett para determinar factores principales. Journal of Science and Research, 5, 903–924.
Ponce, R. B. M., Quiroz, A. K. V., Alamilla, A. M. y Valdez, D. S. (2020). Prueba Piloto. Educación y Salud Boletín Científico Instituto de Ciencias de la Salud Universidad Autónoma del Estado de Hidalgo, 9(17), 69-70.
Ranieri, M. (2022). Le competenze digitali degli insegnanti. In Il Tirocinio Diretto Digitale Integrato (TDDI). Il progetto sperimentale per lo sviluppo delle competenze delle maestre e dei maestri (pp. 49-60). Florence University Press.
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg, Publications Office of the European Union. https://doi.org/ghxkp9
Riquelme-Plaza, I., Cabero-Almenara, J., & Marín-Díaz, V. (2022). Validation of the Digital Teaching Competence Questionnaire in Chilean University Teachers. Revista Electrónica Educare, 26(1), 1-15. https://doi.org/k47w
Rosa, A. (2021). Videoanalisi e formazione dei docenti universitari: un sistema per l’osservazione di pratiche di Informal Formative Assessment. COLLANA SIRD, 431-449.
Rozali, M., Puteh, S., Nur Yunus, F., Hamdan, N. y Mohd Latif, F. (2022). Reliability and Validity of Instrument on Academic Enhancement Support for Student-Athlete Using Rasch Measurement Model. Asian Journal Of University Education, 18(1), 290-299. https://doi.org/ktt6
Simsek, O. y Yazar, T. (2016). Education technology standards self-efficacy (ETSSE)scale: A validity and reliability study. Eurasian Journal of Educational Research,63, 311-334. https://doi.org/ktt7
Suárez, I. T., Varguillas, C. S. y Ronceros Morales, C. (2022). Técnicas e instrumentos de investigación. Diseño y validación desde la perspectiva cuantitativa. https://doi.org/k47v
Sullivan G. M. (2011). A primer on the validity of assessment instruments. Journal of graduate medical education, 3(2), 119–120. https://doi.org/ghz2ht
Taherdoost, H. (2016). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in research. International Journal of Academic Research in Management (IJARM), 5(3), 28-36. https://doi.org/fb2x
Tammaro, R., Iannotta, I. S. y Zanazzi, S. (2020). Assessing digital competence: a review of assessment practices in Primary Teacher Education degree programs. Form@re - Open Journal Per La Formazione in Rete, 20(1), 187–202. https://doi.org/ktt9
Torres, A., Jiménez, D., González, V., Martínez, M.A., y Morales, J. (2020). La competencia digital de los futuros docentes de secundaria y su mejora a partir de la formación específica en TIC. En R. Roig-Vila (ed.), La docencia en la Enseñanza Superior. Nuevas aportaciones desde la investigación e innovación educativas (pp. 445-453). Octaedro
Tsankov, N., & Damyanov, I. (2019). The Digital Competence of Future Teachers: Self-Assessment in the Context of Their Development. International Journal of Interactive Mobile Technologies (iJIM), 13(12), pp. 4–18. https://doi.org/k476
Universidad de Sevilla. (2017). Código de Buenas Prácticas en Investigación. Universidad de Sevilla. https://n9.cl/gl7ul
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A. y De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588.
Copyright (c) 2023 María Victoria Fernández Scagliusi, María del Carmen Llorente Cejudo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
