Adaptation and validation of an instrument for assessing the digital competence of special education teachers

The instruments for the evaluation of teachers’ digital competence are abundant, however, there is still a lack of instruments oriented to the context of Special Education. In this sense, this study presents the validation process of an instrument that aims to determine the level of knowledge and di...

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Detalhes bibliográficos
Autores: Montenegro Rueda, Marta, Fernández Batanero, José María
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2023
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/154188
Acesso em linha:https://hdl.handle.net/11441/154188
https://doi.org/10.1080/08856257.2023.2216573
Access Level:acceso abierto
Palavra-chave:Teachers
Digital competence
Special education
Questionnaire
Instrument validation
Expert judgement
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spelling Adaptation and validation of an instrument for assessing the digital competence of special education teachersMontenegro Rueda, MartaFernández Batanero, José MaríaTeachersDigital competenceSpecial educationQuestionnaireInstrument validationExpert judgementThe instruments for the evaluation of teachers’ digital competence are abundant, however, there is still a lack of instruments oriented to the context of Special Education. In this sense, this study presents the validation process of an instrument that aims to determine the level of knowledge and digital competence of Special Education teachers with respect to the use of Information and Communication Technologies (ICT) for the care of students with educational needs. Being an adapted instrument, it was subjected to content validation by means of ‘expert judgement’ in order to determine the coherence, relevance and clarity of the items. The redesigned questionnaire was subjected to a reliability analysis, using Cronbach’s alpha and McDonald’s omega, and the value obtained was considered to indicate that the instrument has an excellent level of reliability, giving scientific validity to the instrument designed to assess the level of digital competence of Special Education teachers to attend to students with educational needsPremio Anual Publicación Científica Destacada de la US. Facultad de Ciencias de la EducaciónRoutledge Journals, Taylor & Francis LTDDidáctica y Organización EducativaGrupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Proc. de Enseñanza-AprendizajeMinisterio de Economía y Competitividad (MINECO). España2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/154188https://doi.org/10.1080/08856257.2023.2216573reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEuropean Journal of Special Needs Education, 1-17.DIFOTICYD EDU2016 75232-Phttps://doi.org/10.1080/08856257.2023.2216573info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1541882026-06-17T12:51:07Z
dc.title.none.fl_str_mv Adaptation and validation of an instrument for assessing the digital competence of special education teachers
title Adaptation and validation of an instrument for assessing the digital competence of special education teachers
spellingShingle Adaptation and validation of an instrument for assessing the digital competence of special education teachers
Montenegro Rueda, Marta
Teachers
Digital competence
Special education
Questionnaire
Instrument validation
Expert judgement
title_short Adaptation and validation of an instrument for assessing the digital competence of special education teachers
title_full Adaptation and validation of an instrument for assessing the digital competence of special education teachers
title_fullStr Adaptation and validation of an instrument for assessing the digital competence of special education teachers
title_full_unstemmed Adaptation and validation of an instrument for assessing the digital competence of special education teachers
title_sort Adaptation and validation of an instrument for assessing the digital competence of special education teachers
dc.creator.none.fl_str_mv Montenegro Rueda, Marta
Fernández Batanero, José María
author Montenegro Rueda, Marta
author_facet Montenegro Rueda, Marta
Fernández Batanero, José María
author_role author
author2 Fernández Batanero, José María
author2_role author
dc.contributor.none.fl_str_mv Didáctica y Organización Educativa
Grupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Proc. de Enseñanza-Aprendizaje
Ministerio de Economía y Competitividad (MINECO). España
dc.subject.none.fl_str_mv Teachers
Digital competence
Special education
Questionnaire
Instrument validation
Expert judgement
topic Teachers
Digital competence
Special education
Questionnaire
Instrument validation
Expert judgement
description The instruments for the evaluation of teachers’ digital competence are abundant, however, there is still a lack of instruments oriented to the context of Special Education. In this sense, this study presents the validation process of an instrument that aims to determine the level of knowledge and digital competence of Special Education teachers with respect to the use of Information and Communication Technologies (ICT) for the care of students with educational needs. Being an adapted instrument, it was subjected to content validation by means of ‘expert judgement’ in order to determine the coherence, relevance and clarity of the items. The redesigned questionnaire was subjected to a reliability analysis, using Cronbach’s alpha and McDonald’s omega, and the value obtained was considered to indicate that the instrument has an excellent level of reliability, giving scientific validity to the instrument designed to assess the level of digital competence of Special Education teachers to attend to students with educational needs
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/154188
https://doi.org/10.1080/08856257.2023.2216573
url https://hdl.handle.net/11441/154188
https://doi.org/10.1080/08856257.2023.2216573
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv European Journal of Special Needs Education, 1-17.
DIFOTICYD EDU2016 75232-P
https://doi.org/10.1080/08856257.2023.2216573
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge Journals, Taylor & Francis LTD
publisher.none.fl_str_mv Routledge Journals, Taylor & Francis LTD
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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