Research emphasizes teachers’ attitudes and methods towards classroom digital literacy (DL) integration with minimal studies accenting teachers’ attitudes towards personal DL use. Specifically, recognizing how teachers use DL to learn (i.e., their digital learning identity (DLI) — the identity developed from perceived DL competence). The Digital Learning Identity Survey (DLIS) was created to assist teachers in self-identification and recognition of their learning identity related to DL. This study investigates the reliability and validity of the DLIS with pre-service teachers using exploratory and confirmatory factor analyses. A correlation analysis was conducted to determine if survey items correlated logically and aligned with existing theory, including elements needed for digital identity development – DL, self-regulated learning, and motivation. Results found aspects of the DLIS validly measure DLI.

研究强调教师对课堂数字素养（DL）集成的态度和方法，而最少的研究则强调了教师对个人DL使用的态度。具体而言，认识到教师如何使用DL学习（即，他们的数字学习身份（DLI）-从感知的DL能力发展而来的身份）。创建数字学习身份调查（DLIS）是为了帮助教师进行自我识别和识别与DL相关的学习身份。这项研究使用探索性和确认性因素分析调查了职前教师DLIS的可靠性和有效性。进行了相关分析，以确定调查项目是否在逻辑上相关并与现有理论保持一致，包括数字身份开发所需的要素-DL，自我调节学习，和动机。结果发现DLIS的各个方面有效地衡量了DLI。