Validating an Instrument to Measure Teachers’ Preparedness to Use Digital Technology in their Teaching
Journal article, Peer reviewed
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Original versionNordic Journal of Digital Literacy. 2020, 15 (1), 38-54. https://doi.org/10.18261/issn.1891-943x-2020-01-04
In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers’ preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers’ preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers’ digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.