Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert

Higher education is one of the types of education most influenced by digital technologies. This situation, in educational contexts of quality and equity, presents different advantages but, at the same time, also many challenges. One of them is the use of ICT to support students with disabilities. In...

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Autores: Fernández Cecero, José, Fernández Batanero, José María, Cabero Almenara, Julio
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/152936
Acceso en línea:https://hdl.handle.net/11441/152936
https://doi.org/10.1016/j.heliyon.2023.e16467
Access Level:acceso abierto
Palabra clave:ICT skills
Disability
Questionnaire
Teacher training
Higher education
Expert competence
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spelling Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expertFernández Cecero, JoséFernández Batanero, José MaríaCabero Almenara, JulioICT skillsDisabilityQuestionnaireTeacher trainingHigher educationExpert competenceHigher education is one of the types of education most influenced by digital technologies. This situation, in educational contexts of quality and equity, presents different advantages but, at the same time, also many challenges. One of them is the use of ICT to support students with disabilities. In this line, the main objective of this study is to evaluate an instrument to measure the level of training and knowledge of university teachers in Spain concerning the application of ICT as support for students with disabilities. For the validation of content, the technique of “expert judgement” was used, applying a process of expert selection called “Expert Competence Coefficient” or “K Coefficient”. The instrument’s reliability index was obtained through two statistics, Cronbach’s alpha and McDonald’s Omega. From the results obtained, it is confirmed that the questionnaire under study is an instrument with evidence of validity and reliability that allows us to diagnose, among university teaching staff, sub-dimensions of special relevance to find out the level of training and knowledge they have about ICT and students with disabilities.Elsevier SCI LTDDidáctica y Organización EducativaGrupo de Investigación Didáctica: Análisis Tecnológico y Cualitativo de los Proc. de Enseñanza-Aprendizaje (HUM390)2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/152936https://doi.org/10.1016/j.heliyon.2023.e16467reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésHeliyon, 9 (6), e16467--10.I + D + i, PID2019-108230 R B-I00https://doi.org/10.1016/j.heliyon.2023.e16467info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1529362026-06-17T12:51:07Z
dc.title.none.fl_str_mv Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
title Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
spellingShingle Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
Fernández Cecero, José
ICT skills
Disability
Questionnaire
Teacher training
Higher education
Expert competence
title_short Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
title_full Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
title_fullStr Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
title_full_unstemmed Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
title_sort Digital teaching competencies and disability. Validation of a questionnaire design using the K coefficient to select expert
dc.creator.none.fl_str_mv Fernández Cecero, José
Fernández Batanero, José María
Cabero Almenara, Julio
author Fernández Cecero, José
author_facet Fernández Cecero, José
Fernández Batanero, José María
Cabero Almenara, Julio
author_role author
author2 Fernández Batanero, José María
Cabero Almenara, Julio
author2_role author
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 (HUM390)
dc.subject.none.fl_str_mv ICT skills
Disability
Questionnaire
Teacher training
Higher education
Expert competence
topic ICT skills
Disability
Questionnaire
Teacher training
Higher education
Expert competence
description Higher education is one of the types of education most influenced by digital technologies. This situation, in educational contexts of quality and equity, presents different advantages but, at the same time, also many challenges. One of them is the use of ICT to support students with disabilities. In this line, the main objective of this study is to evaluate an instrument to measure the level of training and knowledge of university teachers in Spain concerning the application of ICT as support for students with disabilities. For the validation of content, the technique of “expert judgement” was used, applying a process of expert selection called “Expert Competence Coefficient” or “K Coefficient”. The instrument’s reliability index was obtained through two statistics, Cronbach’s alpha and McDonald’s Omega. From the results obtained, it is confirmed that the questionnaire under study is an instrument with evidence of validity and reliability that allows us to diagnose, among university teaching staff, sub-dimensions of special relevance to find out the level of training and knowledge they have about ICT and students with disabilities.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/152936
https://doi.org/10.1016/j.heliyon.2023.e16467
url https://hdl.handle.net/11441/152936
https://doi.org/10.1016/j.heliyon.2023.e16467
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Heliyon, 9 (6), e16467--10.
I + D + i, PID2019-108230 R B-I00
https://doi.org/10.1016/j.heliyon.2023.e16467
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 Elsevier SCI LTD
publisher.none.fl_str_mv Elsevier SCI 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
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