International Portal of Teacher Education
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Search results for: Wilson Matthew L.
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Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement.
The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness.
This study extends the DNAS validation discussion with data from 178 participants in three teacher preparation programs in the United States.
Confirmatory factor analysis results indicate the data fully fit neither Teo’s validated 21-item, 4-factor model, nor a theorized 30-item, 4-factor model.
Further analyses showed the DNAS may not address the factors of digital nativeness.
Discussion contributes dialog to the ongoing and growing critique of the construct.
Future research within educational technology and beyond should focus on alternative conceptualizations of contemporary learners and educators.
Published: 2022
Updated: Aug. 03, 2022
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The Survey of Pre-service Teachers' Knowledge of Teaching and Technology instrument is one popular tool designed to measure Technological pedagogical content knowledge (TPACK). This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical model proposed by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education in the southeastern United States. The data did not fit the theoretical 10-factor model implied by Schmidt et al. (2009), thus, an exploratory factor analysis was conducted to determine the optimal structure of the measurement tool for these data.
Published: 2016
Updated: Aug. 09, 2017