Validation of an instrument to measure teaching digital competencies in emerging non-contact environments
DOI:
https://doi.org/10.21556/edutec.2022.80.2315Keywords:
Digital competence, covid-19, non-classroom education, Delphi methodAbstract
COVID-19 generated a transition from face-to-face educational settings to non-face-to-face ones. To adapt, teachers required digital skills (DC). However, this transition brought with it uncertainty about the degree of development that teachers would have of these competencies. In this research, rather than taking a frame of reference that would allow identifying the DCs that a teacher required in pre-pandemic conditions, we worked on the design and validation of an instrument to assess the level of DCs displayed by teachers during the pandemic. To carry out the validation, a variation of the Delphi Method was used, which was called the Simplified Digital Delphi method (MDDS), in which a group of 27 experts participated in a virtual context. The results show that the instrument has high levels of validity since each item and category exceeded a V-Aiken coefficient of 0.8, and a confidence interval value (ICI) of 0.6, so it can be applied for the purpose to the one that was designed.
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