Technology Proficiency Self-Assessments of Teachers Becoming Professional in the 21st Century: A Scale Adaptation Study = 21. yüzyilda profesyonellesen ögretmenlerin teknoloji yeterliligi öz-degerlendirmeleri: Bir ölçek uyarlama çalismasi

Autor/inn/en	Fidan, Mustafa; Debbag, Murat; Çukurbasi, Baris
Titel	Technology Proficiency Self-Assessments of Teachers Becoming Professional in the 21st Century: A Scale Adaptation Study = 21. yüzyilda profesyonellesen ögretmenlerin teknoloji yeterliligi öz-degerlendirmeleri: Bir ölçek uyarlama çalismasi
Quelle	In: Pegem Journal of Education and Instruction, 10 (2020) 2, S.465-492 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fidan, Mustafa) ORCID (Debbag, Murat) ORCID (Çukurbasi, Baris)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Self Evaluation (Individuals); Professional Development; 21st Century Skills; Public Schools; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Cultural Differences; Test Reliability; Test Validity; Online Searching; Web Sites; Computer Software; Information Literacy; Electronic Mail; Technology Integration; Teacher Competencies; Turkey + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Public school; Öffentliche Schule; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kultureller Unterschied; Testreliabilität; Testvalidität; Online-Recherche; Web-Design; Informationskompetenz; Elektronischer Briefkasten; Lehrkunst; Türkei
Abstract	In this study, it was aimed to adapt the Technology Proficiency Self-Assessment Scale for 21st Century Learning (TPSA C-21), developed by Christensen and Knezek, into Turkey's conditions. The study sample consisted of 606 teachers working in 58 public schools affiliated to the Ministry of National Education in Bartin province. The original scale had a six-factor structure consisting of 34 items. In the adaptation stage, the Turkish version of the scale was initially created and then retranslated back into the source language. Next, the scale items were evaluated by linguists. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine the construct validity of the scale. As a result of the EFA, some of the items having inappropriate values were excluded from the scale and finally a structure with 24 items and four factors named "E-mail", "WWW", "Integrated Applications", and "Teaching with Technology" was obtained. The results of the CFA showed that the factor structure had adequate fit indexes. For reliability, internal consistency and test-retest correlation coefficients of the whole scale and its sub-dimensions were examined and these values were found to be acceptable. After all, this scale has become a measurement tool that can be used for research which enables educators to make relevant inferences about technology proficiency in 21st century learning. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01