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Abstract

Teachers’ digital competencies have become an essential aspect of training teachers to promote learning in their students that moves away from the knowledge transfer model and moves towards a talent development model. This work validates an instrument developed by the authors to evaluate the digital competency of teachers, in accordance with the current framework established by INTEF. A sample of 426 teachers was used in the validation process. These were approached through an online process. The total reliability of the instrument, estimated using Cronbach’s Alpha, is 0.98. The reliability for the dimensions on the «Knowledge» scale varies from 0.89 to 0.94 and for the «Use» scale from 0.87 to 0.92. The construct validity has been modified from an initial model with 5 factors to another with 4 factors and 4 sub-factors. The factor loads of the items with the dimension to which they belong are mainly above 0.5 and in many cases above 0.70. On the «Knowledge» scale there is only 1 weight that does not reach this value. The overall fit results for both scales show optimum results, with values lower than 3 for the normalised chi-squared index, values below 0.06 in RMSEA, and values of 0.9 in IFI and CFI. Data is also provided regarding convergent and discriminant validity that is significant and acceptable. The construct reliability for the convergent validity in all cases approaches 0.90. As for the discriminant validity, the proposed model is better than the alternatives, with small variations in the «Use» scale that will be the object of future analyses. This instrument will make it possible to evaluate teachers’ competencies and help with the planning of personalised training pathways depending on their results.

Cite this article as: Tourón, J., Martín, D., Navarro, E., Pradas, S., & Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD) | Construct validation of a questionnaire to measure teachers’ digital competence (TDC). Revista Española de Pedagogía, 76 (269), 25-54. doi: 10.22550/REP76-1-2018-02

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Author Biography

Javier Tourón is a professor and the vice-rector for Innovation and Educational Development at the Universidad Internacional de La Rioja (UNIR). Past-President of the European Council for High Ability (2000-2004) and a member of the National Advisory Board of the Center for Talented Youth (CTY) at Johns Hopkins University (2003-2011). His research focuses on high ability and talent development; educational evaluation and educational technology.

Deborah Martin is a lecturer at the Universidad Internacional de La Rioja (UNIR). She was awarded her PhD in Education by the Complutense University of Madrid. She is Forensic and Criminology Psychologist. She is a member of the Adaptive Pedagogy research group at the Complutense, and the Flipped Mastery Learning in Online Settings and Secondary Evaluation and Analysis of the Educational System research groups at the Universidad Internacional de La Rioja (UNIR).

Enrique Navarro Asencio is an assistant professor at the Complutense University of Madrid (UCM). He was awarded his PhD in Pedagogy by the Complutense in 2013, and received the special PhD prize. His work relates to psychometry and evaluating academic performance and associated factors. Silvia Pradas is a lecturer and the director of the Master’s in Neuropsychology and Education, and of the Master’s in Educational Technology and Digital Competencies at the Universidad Internacional de La Rioja (UNIR). Her PhD in Educational Sciences was awarded by Camilo José Cela University (UCJC). Her research focusses on neuropsychology and technology applied to education.

Victoria Íñigo is an assistant professor at the Universidad Internacional de La Rioja (UNIR) and is the director of the Master’s in Teacher Training in the Faculty of Education at the UNIR. Her PhD is from the University of La Rioja, her current research focuses on training teachers in digital competencies and flipped classroom.

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Palabras clave | Keywords

constructvalidity, convergentvalidity, discriminantvalidity, onlinequestionnaires, teachers’digitalcompetence