Development of Internet literacy self-efficacy scale for pre-service teachers

Year 2020, Volume: 9 Issue: 2, 179 - 204, 30.04.2020

Nehir Yasan Ak

https://doi.org/10.19128/turje.664706

Cited By: 2

Abstract

This study aims to
develop the Internet Literacy Self-Efficacy Scale (ILSEF) that can be used to
examine pre-service teachers’ beliefs in their capabilities to perform recent
web functionalities. The data was collected from eight different departments
and all grade levels of the faculty of education at a state university in
Turkey. Two different samples were used to develop and validate the instrument.
The first and second samples consisted of 174 and 150 pre-service teachers,
respectively. In an effort to explore the factorial structure, exploratory and
confirmatory factor analyses were run. Construct validity was also checked by
convergent and discriminant validity. A four-factor structure with 16 items was
obtained: trustworthiness, creation, technical knowledge, and getting
information. This structure accounted for 65.40% of the total variance. The
reliability Cronbach alpha coefficients of the scale were calculated as ranging
from .90 to .71. The results provided some evidence that the scores obtained
from the Internet Literacy Self-Efficacy Scale are valid and reliable in
assessing pre-service teachers’ self-efficacy beliefs in terms of the Internet
use knowledge and skills.

Keywords

Educational technology, Instrument development, Internet literacy, Pre-service teachers, Self-efficacy

Thanks

I would like to thank Dr. Yeşim Çapa Aydın particularly for her valuable feedback in the statistical analyses of my study.

Öğretmen adayları için İnternet okuryazarlığı özyeterlik ölçeğinin geliştirilmesi

Abstract

Bu çalışma, öğretmen
adaylarının güncel web işlevlerini kullanabilme yetenekleriyle ilgili inançlarını
incelemek için kullanılabilecek İnternet Okuryazarlığı Özyeterlik Ölçeğini
(ILSEF) geliştirmeyi amaçlamaktadır. Veriler, Türkiye'deki bir devlet
üniversitesindeki eğitim fakültesinin 8 farklı bölümünden ve tüm sınıf
düzeylerinden toplanmıştır. Ölçeğin geliştirilmesi ve güvenirlik çalışmaları
için iki farklı örneklem kullanılmıştır. Birinci örneklem 174 ve ikinci
örneklem 150 öğretmen adayından oluşmaktadır. Faktöriyel yapıyı araştırmak
için, açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Yapı geçerliği ayrıca
yakınsak ve ayırt edici geçerlik ile kontrol edilmiştir. 16 maddelik dört
faktörlü bir model elde edilmiştir: güvenilirlik, oluşturma, teknik bilgi ve
bilgi alma. Bu model toplam varyansın %65.40'ını açıklamıştır. Ölçeğe ilişkin Cronbach
alfa güvenirlik katsayıları .90 ile .71 arasında hesaplanmıştır. Sonuçlar, İnternet
Okuryazarlığı Özyeterlik Ölçeğinden elde edilen puanların, öğretmen adaylarının
İnternet kullanım bilgi ve becerilerine olan özyeterlik inançlarını değerlendirilmesinde
geçerli ve güvenilir bir yapıda olduğunu ortaya koymuştur.

Keywords

Eğitim teknolojisi, Internet okur-yazarlığı, Öğretmen eğitimi, Öz yeterlik

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