Zahra Tahmasebizadeh; Gholamhosein Rahimidoost; Ghodratallah Khalifeh
Abstract
Introduction Despite research on teachers' technological skills and competencies, it is unclear what technological skills and competences teachers need to be effective for teaching-learning processes. Therefore, it is necessary to conduct a research in this field rather than through the results teachers ...
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Introduction Despite research on teachers' technological skills and competencies, it is unclear what technological skills and competences teachers need to be effective for teaching-learning processes. Therefore, it is necessary to conduct a research in this field rather than through the results teachers the power of maneuvering to enhance the level of education and initiative in teaching. Therefore, this study attempts to identify and classify the technological competencies of elementary school teachers and to test and validate their related competencies. Method Purpose of the present study was to explore the technological competencies of elementary school teachers; therefore, research was a descriptive research. The statistical population of this study consisted of all elementary school teachers in Ahvaz in the academic year of 1397-98 with more than 5000 teachers in the year. In this study 6 to 7 samples were considered for each item, ie, according to 69 items in the researcher-made questionnaire, the minimum desirable sample size was 414 people. The sampling method was multistage cluster sampling. The face and content validity of the instrument was calculated in several steps and confirmed by experts. Reliability of the test was calculated based on Cronbach's alpha coefficient (0.98). Results In order to develop teachers' technological competencies scale a Factor analysis was performed. The test revealed teachers' technological competencies, comprising 3 factors and 47 items, which accounted for approximately 60% of the variance of the construct. The test consisted of 20 items on the first factor (competences of technology integration in education), 17 items on the second factor (identification, selection, and application of technological tools) and 10 items on the third factor (tendency to use technology). The overall results showed that most of the questions in the test measure teachers 'technological competencies and have good validity and reliabilityand. The factors derived from factor analysis can adequately measure teachers' technological competencies. Discussion Considering the increasing importance of the role and application of various technologies in education and consequently teachers' competencies and competencies, the present study aimed to construct and validate the technological competencies of primary school teachers. Based on the results of factor analysis, three components were identified and named by the technology integration competencies in education; the competencies of identifying, selecting and applying technological tools, and the tendency to use technology. Exploratory factor analysis and confirmatory factor analysis were used to identify the path coefficients and confirm the extracted model. The obtained data through the comparative fitness, goodness of fitness and root mean variance estimation supported the three-component structure of the questionnaire. Finally, the overall results of this study showed that the validity and reliability indices of psychometric evaluation are appropriate and this test can be used for technological competencies of elementary school teachers.
