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Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education

Assessing pre-service teachers’ digital literacy is challenging, particularly in inclusive education. Reliable and valid testing instruments are required to measure the digital literacy pre-service teachers possess in inclusive education. The entire research process comprises three phases. The first...

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Main Authors: Miaomiao, Wu, DeWitt, Dorothy, Mohamad Nazry, Nor Nazrina, Alias, Norlidah, Hong, Lee Leh, Ujang, Alijah
Format: Article
Published: Modern Education and Computer Science Press 2024
Subjects:
LB1603 Secondary Education. High schools
Online Access:http://eprints.um.edu.my/44886/
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spelling my.um.eprints.448862024-06-14T02:41:31Z http://eprints.um.edu.my/44886/ Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education Miaomiao, Wu DeWitt, Dorothy Mohamad Nazry, Nor Nazrina Alias, Norlidah Hong, Lee Leh Ujang, Alijah LB1603 Secondary Education. High schools Assessing pre-service teachers’ digital literacy is challenging, particularly in inclusive education. Reliable and valid testing instruments are required to measure the digital literacy pre-service teachers possess in inclusive education. The entire research process comprises three phases. The first stage was to develop the assessment instrument, the second stage was to validate its content validity, and a pilot study was then conducted to test the reliability and construct validity of the instrument. The results of this study showed that item-level and scale-level content validity scores were both 1.0. The Kaiser-Meyer-Olkin is equal to 0.865. Five factors were extracted, explaining 54.40 of the total variance. The model fits were also all satisfactory. Standardized factor loadings of the instrument’ s 28 items were above 0.5. The values of Cronbach’s are higher than 0.7 for the five factors and the whole instrument. It can be summarized that the instrument had good reliability and validity and can be used to assess the digital literacy of pre-service teachers in inclusive education. There has been research into developing tools to evaluate the digital literacy of pre-service teachers. Still, few studies have addressed pre-service teachers of inclusive education, and this study fills this research gap. The subsequent phase involves evaluating it using a more extensive sample. © 2024, Modern Education and Computer Science Press. All rights reserved. Modern Education and Computer Science Press 2024 Article PeerReviewed Miaomiao, Wu and DeWitt, Dorothy and Mohamad Nazry, Nor Nazrina and Alias, Norlidah and Hong, Lee Leh and Ujang, Alijah (2024) Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education. International Journal of Modern Education and Computer Science, 16 (1). 84 – 96. ISSN 2075-0161, DOI https://doi.org/10.5815/ijmecs.2024.01.07 <https://doi.org/10.5815/ijmecs.2024.01.07>. 10.5815/ijmecs.2024.01.07
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
topic LB1603 Secondary Education. High schools
spellingShingle LB1603 Secondary Education. High schools
Miaomiao, Wu
DeWitt, Dorothy
Mohamad Nazry, Nor Nazrina
Alias, Norlidah
Hong, Lee Leh
Ujang, Alijah
Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
description Assessing pre-service teachers’ digital literacy is challenging, particularly in inclusive education. Reliable and valid testing instruments are required to measure the digital literacy pre-service teachers possess in inclusive education. The entire research process comprises three phases. The first stage was to develop the assessment instrument, the second stage was to validate its content validity, and a pilot study was then conducted to test the reliability and construct validity of the instrument. The results of this study showed that item-level and scale-level content validity scores were both 1.0. The Kaiser-Meyer-Olkin is equal to 0.865. Five factors were extracted, explaining 54.40 of the total variance. The model fits were also all satisfactory. Standardized factor loadings of the instrument’ s 28 items were above 0.5. The values of Cronbach’s are higher than 0.7 for the five factors and the whole instrument. It can be summarized that the instrument had good reliability and validity and can be used to assess the digital literacy of pre-service teachers in inclusive education. There has been research into developing tools to evaluate the digital literacy of pre-service teachers. Still, few studies have addressed pre-service teachers of inclusive education, and this study fills this research gap. The subsequent phase involves evaluating it using a more extensive sample. © 2024, Modern Education and Computer Science Press. All rights reserved.
format Article
author Miaomiao, Wu
DeWitt, Dorothy
Mohamad Nazry, Nor Nazrina
Alias, Norlidah
Hong, Lee Leh
Ujang, Alijah
author_facet Miaomiao, Wu
DeWitt, Dorothy
Mohamad Nazry, Nor Nazrina
Alias, Norlidah
Hong, Lee Leh
Ujang, Alijah
author_sort Miaomiao, Wu
title Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
title_short Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
title_full Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
title_fullStr Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
title_full_unstemmed Design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
title_sort design and validity of an instrument to measure digital literacy among pre-service teachers involved in inclusive education
publisher Modern Education and Computer Science Press
publishDate 2024
url http://eprints.um.edu.my/44886/
_version_ 1805881180932800512
score 13.211869

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