DEVELOPMENT OF THE 21ST CENTURY TECHNOLOGY LITERACY SKILLS SCALE, VALIDITY AND RELIABILITY STUDY

Rüstem Kalaycı, Necmi Eşgi

Abstract


This study aimed to develop a valid and reliable scale to determine the opinions of high school students and teachers about 21st century technology literacy skills. During the scale development phase, an item pool of 36 items that provided content validity was created, after expert opinion, the number of items was reduced to 32 items in total, and the scale was applied to a total of 794 people for the first application of the scale development phase. The data obtained as a result of the first application were subjected to exploratory factor analysis (EFA) and reliability studies. As a result of the analysis, a three-factor scale ("Ability to Comprehend Technology", "Ability to Use Technology" and "Paying Attention") consisting of a total of 18 items, whose validity and reliability were ensured, was obtained. To test the suitability of the factor structure of the scale, confirmatory factor analysis (CFA) was performed by applying the scale to a total of 418 people. As a result of the analysis, the factor structure (fit index values) of the scale was found to be within the desired reference ranges. In line with the sub-objectives of the study, significant differences were observed according to the gender variable of students and teachers. No significant difference emerged according to the variables of teachers' seniority years. It was observed that there was a significant difference between students and teachers in favor of teachers in all dimensions. As a result of all analysis studies of the scale, a scale consisting of 14 items in total, whose validity and reliability have been sufficiently proven, has been developed and can be applied to high school students.

 

Article visualizations:

Hit counter


Keywords


21st-century skill, technology literacy, scale development

Full Text:

PDF

References


Adıgüzel, A. (2010). The Status of Instructional Technologies in Primary Schools and the Level of Use of These Technologies by Classroom Teachers. Dicle University Ziya Gökalp Faculty of Education Journal. Issue 15.

Adıgüzel, A. (2011). Development of information literacy scale. Dicle University Ziya Gökalp Faculty of Education Journal. 17. 15-28.

Aydemir, H. (2011). Social studies teachers' teaching aid usage levels. Master's Thesis. İnönü University Faculty of Education. Malatya.

Bacanak, A., Karamustafaoğlu, O. & Köse, S. (2003). A new perspective: technology literacy in education. Pamukkale University Faculty of Education Journal. 2(14). 191-196.

Brown, T. A. (2006). Confirmatory factor analysis for applied research (First Edition). NY: Guilford Publications. Inc.

Bursal, M. (2017). Basic data analysis with SPSS. Ankara: Anı.

Bütüner, Ö. S. & Gür, H. (2007). Development study of an attitude scale towards the V diagram. National Education Journal. 176. 72–85.

Büyüköztürk, Ş., Çakmak Kılıç. E., Akgün. Ö. E., Karadeniz Ş. & Demirel, F. (2008). Scientific research methods. Ankara: Pegem Akademi Publishing.

Büyüköztürk, Ş. (2008). Manual of data analysis for social sciences. Ankara: Pegem Publishing.

Callison, D. & Lamb, A. (2004). Keywords in instruction. Audience analysis. School Library Media Activities Monthly. 21(1). 34-39.

Çokluk, Ömay, Şekercioğlu, Güçlü & Büyüköztürk, Şener (2014). SPSS and LISREL Applications of Multivariate Statistics for the Social Sciences (3rd Edition). Ankara: Pegem Academy.

Duruk, Ü. (2012). Determining the science and technology literacy level of second stage primary school students. Master's Thesis. Kocaeli University. Institute of Science and Technology. Kocaeli.

Ekici, G., Abide. Ö. F., Canbolat, Y. & Öztürk, A. (2017). Analysis of data sources on 21st century skills. Journal of Education and Training Research. 6 (Special Issue 1). 124-134.

Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. (6.th ed.). New York: McGraw-Hill International Edition.

Gürbüz, S. (2019). Structural Equation Modeling with Amos. Ankara: Seçkin Publishing.

Hoyle, R. H. & Panter, A. T. (1995). Writing about structural equation models. R. H. Hoyle (Ed.). Structural equation modelling: concepts ıssues and applications. (s. 158-176). London. United Kingdom: Sage Publications Inc.

ITEA (1996). International Technology Education Association. Technology for all Americans: Arationale and structure for the study of technology.

ITEA (2000). Technology for all american project; standards for technological literacy. Content for The Study of Technology. Reston. Virginia.

Kalaycı, Ş. (2006). SPSS Applied Multivariate Statistical Techniques (2nd ed.). Ankara: Asil.

Kaya, Z. (2006). Instructional technologies and material development. Ankara: Pegem A Publishing.

Kline, R. B. (2015). Principles and practice of structural equation modeling. New York City: Guilford Publications.

Melvin, L. (2011). How to keep good teachers and principals: practical solutions to today's classroom problems. R&L Education.

Ministry of Education. (2022). https://mevzuat.meb.gov.tr/dosyalar/2128.pdf Retrieved from.

Schumacker, R. E., & Lomax, R. G. (2010). A Beginner's Guide to Structural Equation Modeling. New York: Taylor & Francis Group.

Sümer, N. (2000). Structural equation models: Basic concepts and example applications. Turkish Psychology Writings.3(6). 49-74.

Şencan, H. (2005). Reliability and validity in social and behavioral measures. Ankara: Seçkin Publishing.

Şenel, A. & Gençoğlu, S. (2003). Technology education in a globalizing world. Gazi University Industrial Arts Education Faculty Journal.11(12). 45-65.

Şimşek, Ö. F. (2007). Introduction to Structural Equation Modeling. Basic Principles and LISREL Applications.Ankara: Ekinoks.

Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th Edition). Boston: MA: Pearson.

Yavuz, S. (2005). Developing a technology attitude scale for pre-service chemistry teachers. The Turkish Online Journal of Educational Technology. 4(1). 17-25.




DOI: http://dx.doi.org/10.46827/ejes.v11i5.5293

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Rüstem Kalaycı, Necmi Eşgi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).