Tracing Teachers’ Technology Use in Classrooms: Alternative Measurement for Classroom Scale
Keywords:
Technology Use In Classroom Scale, Technology Implementation, Confirmatory Factor AnalysisAbstract
The exponential speed of new technological developments such as Internet of Things, artificial intelligence and 3-D Printing has resulted in a greater urgency on preparing teachers to use technology in classrooms. This research developed a measurement tool for use of technology in classrooms and then examined the instrument quality by determining the validity and reliability. The Technology Use in Classroom Scale confirmed four dimensions of teachers use of technology, with a specific emphasis on the multidimensional nature of teachers’ actual technology usage in instructional purposes: Technology for learning support, Technology in learning activities, Specific technology, and Communication technology. The 66-item instrument that resulted was based on theories and methodologies identified by the literature review. Online survey data collected from 623 K-12 teachers were analyzed using descriptive statistics, reliability and Confirmatory factor analysis (CFA) was conducted and the model fit are discussed. The results are as follows: (1) the Cronbach’s alpha reliability estimate of 4 sub-tests ranged from 0.668 to 0.918. (2) In CFA results, the model was consistent with the empirical data. The model validation of the best fitted model. (Chi-square = 33.779, df = 22, p = 0.052, RMSEA = 0.029, CFI = 0.997, TLI = 0.993, SRMR = 0.013). Through the results from CFA, this study shows significantly acceptable model fits and suggests the feasibility of the development of Technology Use in Classroom Scale to a teacher population with relatively good construct validity and internal consistency.
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