Developing Indicators of Digital Technology Competencies of Student Teachers
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Abstract
The objectives of this research were: 1) to explore student teachers’ digital technology competencies and 2) to develop student teachers’ digital technology competency indicators. The sample population consisted of 1,854 student teachers selected by simple random sampling from higher education institutions offering degree programs in education. The research instruments consisted of a 5-level Likert student teachers’ digital technology competency assessment scale, whose content validity was evaluated by nine experts, and the discriminant power was analyzed with a reliability value of 0.99. The components were analyzed based on the survey. Data were analyzed using mean, and standard deviation and Pearson correlation coefficient.
The results revealed as follows. Student teachers’ digital technology competency indicators consisted of 5 components, namely knowledge and understanding of digital technology, digital technology learning management, digital technology use, access to digital technology, and digital technology creation. It was also found that student teachers' digital technology competency consisted of five competencies and 60 indicators as follows: Competency 1 (digital technology knowledge and understanding) consisting of 17 key indicators, Competency 2 (digital technology learning management) consisting of 11 key indicators, Competency 3 (digital technology usage) comprising 13 key indicators, Competency 4 (digital technology access) comprising 10 key indicators, and Competency 5 (digital technology creation) consisting of nine key indicators.
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