Page 67 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 67
Validacija vprašalnika digitalnih kompetenc študentov
»Pot do e-kompetentnosti.« 2012. Bilten E-šolstva, št. 7. http://projekt.sio.si/wp-
content/uploads/sites/8/2015/01/E-solstvo_pot_do_e-kompet_BILTEN
_2012_final_web_pot_do_ekomp.pdf
Rutar, Sonja. 2013. Poti do participacije otrok v vzgoji. Koper: Annales.
Somekh, Bridget. 2008. »Factors Affecting Teacher’s Pedagogical Adoption of
ICT.« V International Handbook of Information Technology in Primary and Se-
condary Education, ur. Joke Voogt in Gerald Knezek, 449–460. Boston, MA:
Springer.
Stevens, James P. 1992. Applied Multivariate Statistics for the Social Sciencies. 2.
izd. Hillsdale, NJ: Erlbaum.
Model of Digital Competences for Teachers: Construction and Validation
of the Questionnaire on Student Teachers’ Digital Competences
The study focuses on the theoretical DigComEdu model of digital compe-
tences for teachers and the construction of the preliminary version of the
self-assessment questionnaire on student teachers’ competences for didactic
use of ICT in teaching and learning (VIKT-š). The questionnaire is conceptually
based on DigCompEdu model of competences for didactic use of ICT in ed-
ucation. The validity of the preliminary version was verified by confirmatory
and exploratory factor analysis. The reliability of the instrument was deter-
mined by using the Cronbach alpha coefficient of internal consistency. Based
on the analysis of factor analysis and the scatter plot diagram, six dimensions
were designed: Digital Pedagogy, Digital Evaluation, Student Empowerment,
Digital Security, Tendency to classical learning and teaching strategies, Pro-
moting development of digital competences of students. Results show that
the preliminary version of VIKT-š is a valid and reliable instrument, which can
be used as a self-assessment tool by student teachers who want to assess their
competence for didactic use of ICT.
Keywords: DigComEdu model, digital competence of teachers, construction of
the scale, validity, reliability, students of pedagogical study programs
67
»Pot do e-kompetentnosti.« 2012. Bilten E-šolstva, št. 7. http://projekt.sio.si/wp-
content/uploads/sites/8/2015/01/E-solstvo_pot_do_e-kompet_BILTEN
_2012_final_web_pot_do_ekomp.pdf
Rutar, Sonja. 2013. Poti do participacije otrok v vzgoji. Koper: Annales.
Somekh, Bridget. 2008. »Factors Affecting Teacher’s Pedagogical Adoption of
ICT.« V International Handbook of Information Technology in Primary and Se-
condary Education, ur. Joke Voogt in Gerald Knezek, 449–460. Boston, MA:
Springer.
Stevens, James P. 1992. Applied Multivariate Statistics for the Social Sciencies. 2.
izd. Hillsdale, NJ: Erlbaum.
Model of Digital Competences for Teachers: Construction and Validation
of the Questionnaire on Student Teachers’ Digital Competences
The study focuses on the theoretical DigComEdu model of digital compe-
tences for teachers and the construction of the preliminary version of the
self-assessment questionnaire on student teachers’ competences for didactic
use of ICT in teaching and learning (VIKT-š). The questionnaire is conceptually
based on DigCompEdu model of competences for didactic use of ICT in ed-
ucation. The validity of the preliminary version was verified by confirmatory
and exploratory factor analysis. The reliability of the instrument was deter-
mined by using the Cronbach alpha coefficient of internal consistency. Based
on the analysis of factor analysis and the scatter plot diagram, six dimensions
were designed: Digital Pedagogy, Digital Evaluation, Student Empowerment,
Digital Security, Tendency to classical learning and teaching strategies, Pro-
moting development of digital competences of students. Results show that
the preliminary version of VIKT-š is a valid and reliable instrument, which can
be used as a self-assessment tool by student teachers who want to assess their
competence for didactic use of ICT.
Keywords: DigComEdu model, digital competence of teachers, construction of
the scale, validity, reliability, students of pedagogical study programs
67
