Abstract

This study presents the methodological and procedural development process of the Digital Age Teaching Scale (DATS), a summative assessment tool designed to measure application of the ISTE Standards for Educators in K–12 classrooms. The theoretical framework of the ISTE Standards for Educators informed the development of DATS, and an 8-step process of applied theory validated 36 items across 7 framework dimensions. The responses of 642 in-service teachers in K–12 and career and technical education informed and validated the instrument. Two-correlation matrix analysis (inter-item and item-scale correlations) showed statistical inter-item and item-scale correlation; two-dimensionality analysis (exploratory factor analysis and confirmatory factor analysis) revealed seven factors for exploratory factor analysis and indicated an acceptable model fit in confirmatory factor analysis; and reliability analysis points to strong overall internal consistencies. All analysis showed adequate psychometric properties, and future studies should focus on shortening the scale.

摘要

本研究介绍了数字时代教学量表 (DATS) 的方法和程序开发过程，这是一种总结性评估工具，旨在衡量 ISTE 教育工作者标准在 K-12 教室中的应用。ISTE 教育者标准的理论框架为 DATS 的发展提供了信息，应用理论的 8 步过程验证了 7 个框架维度的 36 个项目。642 名 K-12 在职教师以及职业和技术教育的反馈为该工具提供了信息并验证了该工具。双相关矩阵分析（项目间和项目尺度相关）显示统计项目间和项目尺度相关；二维分析（探索性因素分析和验证性因素分析）揭示了探索性因素分析的七个因素，并表明验证性因素分析中的模型拟合可接受；可靠性分析表明整体内部一致性很强。所有分析都显示出足够的心理测量特性，未来的研究应侧重于缩短量表。