Abstract
Technology and pedagogy integration is a skill that teachers must possess in order to successfully implement technology in the classroom. In order to evaluate the technology integration training that instructors received, a scale was created in this study within the parameters of the SQD model. We recruited a total of 492 teachers from elementary, middle, and high schools. The scale developed in this study consists of 5 factors (constructs) and 40 items namely “Reflection (Ref)”, “Role Model (Rol)”, “Collaboration (Col)”, “Instructional Design (ID)”, and “Authentic Experiences (AutE)”. There is evidence that the constructed scale has explained 72.358 percent of the total variation. The Cronbach's alpha internal consistency reliability rating for the total scale was calculated to be 0.97. As a consequence of the analyses conducted, we found that the scale is a valid and reliable measurement instrument that can be used to assess the technology integration training of teachers. We can note that the scale has the potential to make major contributions to the existing literature.
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Data availability
The data that support the findings of this study are not openly available due to [reasons of sensitivity e.g., human data] and are available from the corresponding author upon reasonable request.
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Appendix: SQD scale items
Appendix: SQD scale items
Constructs and scale items | Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | |
|---|---|---|---|---|---|---|
Item | Reflection | |||||
I43 | I was asked my thoughts about the application of technology in educational settings were taken into consideration | (1) | (2) | (3) | (4) | (5) |
I44 | I had the opportunity talk on the advantages and disadvantages of employing technology in educational settings | (1) | (2) | (3) | (4) | (5) |
I45 | I had the opportunity to voice my complaints and opinions regarding the technologically facilitated presentations | (1) | (2) | (3) | (4) | (5) |
I46 | I had the opportunity to share my disagreements with my professors and classmates over the usage of technology in education | (1) | (2) | (3) | (4) | (5) |
I47 | I was asked my thoughts about the online learning settings provided by our school | (1) | (2) | (3) | (4) | (5) |
I48 | I had the opportunity to reflect on my views about the use of technology in education | (1) | (2) | (3) | (4) | (5) |
I49 | We spoke about the difficulties of incorporating technology into teaching | (1) | (2) | (3) | (4) | (5) |
I50 | During the teaching practice, we had the opportunity to discuss our experiences using technology in the classroom | (1) | (2) | (3) | (4) | (5) |
I51 | We were able to have a productive conversation on how we generally feel about using technology in the classroom | (1) | (2) | (3) | (4) | (5) |
I52 | I had the opportunity to voice my opinion about classroom technology | (1) | (2) | (3) | (4) | (5) |
Role Models | ||||||
I1 | In the classes I took, technology was employed well | (1) | (2) | (3) | (4) | (5) |
I2 | In the classes I took, I've observed the application of instructional technology | (1) | (2) | (3) | (4) | (5) |
I3 | The instructors of the courses I've completed have served as excellent technological role models for me | (1) | (2) | (3) | (4) | (5) |
I4 | I observed the employment of many instructional technology in the courses I studied | (1) | (2) | (3) | (4) | (5) |
I5 | I had instructors who served as examples for my use of technology in the classroom | (1) | (2) | (3) | (4) | (5) |
I6 | I had an instructor whose use of educational technology I wished to imitate | (1) | (2) | (3) | (4) | (5) |
I7 | I observed good practices of how technology may be integrated into the teaching practice procedure | (1) | (2) | (3) | (4) | (5) |
I8 | The usage of technology by my colleagues who gave presentations in the lectures served as a model | (1) | (2) | (3) | (4) | (5) |
Collaboration | ||||||
I10 | I was able to collaborate with my peers on the use of technology in education | (1) | (2) | (3) | (4) | (5) |
I11 | Using various technologies made it simpler for me to collaborate with my peers | (1) | (2) | (3) | (4) | (5) |
I12 | In the context of the use of technology in education, it was really beneficial for me to share my worries and experiences with my peers | (1) | (2) | (3) | (4) | (5) |
I13 | Group work for the use of technology in education is a simple and enjoyable approach to collect and exchange knowledge and experiences | (1) | (2) | (3) | (4) | (5) |
I14 | During my studies on the use of technology in education, I benefited much from group work | (1) | (2) | (3) | (4) | (5) |
I15 | By communicating with my group members, I received valuable expertise in the use of technology in teaching | (1) | (2) | (3) | (4) | (5) |
I16 | During group work, I realized that in order to assess others in the context of the use of technology in education, I must first analyze myself | (1) | (2) | (3) | (4) | (5) |
I18 | The fact that I have colleagues in my group that are skilled with technology has been quite beneficial to me | (1) | (2) | (3) | (4) | (5) |
Instructional Design | ||||||
I19 | In the classes I took, I saw that relevant technology were picked to complement the instructional approaches | (1) | (2) | (3) | (4) | (5) |
I20 | In the classes I took, I've had the impression that careful planning preceded them | (1) | (2) | (3) | (4) | (5) |
I21 | I realized that the instructional materials utilized in the courses I completed were created as a construct of the lesson plan | (1) | (2) | (3) | (4) | (5) |
I22 | In the classes I took, we got the opportunity to create and present our own instructional designs | (1) | (2) | (3) | (4) | (5) |
I23 | In the classes I took, I was able to observe my peers' instructional designs and instructional materials | (1) | (2) | (3) | (4) | (5) |
I24 | In the classes I took, I was told at the beginning of the course about the subject that would be delivered and the educational technology that would be used to provide it | (1) | (2) | (3) | (4) | (5) |
I25 | I have obtained enough training in preparing classes that correctly integrate technology | (1) | (2) | (3) | (4) | (5) |
I26 | I learned how to integrate technology into classroom instruction | (1) | (2) | (3) | (4) | (5) |
I27 | I obtained the training necessary to design instructional materials using technology | (1) | (2) | (3) | (4) | (5) |
Authentic Experiences | ||||||
I37 | In school experience classes, I gained real-world exposure to the use of technology in teaching | (1) | (2) | (3) | (4) | (5) |
I38 | I had the opportunity to teach utilizing technology in a real school setting for a semester in the teaching practice course | (1) | (2) | (3) | (4) | (5) |
I39 | Different courses I've attended, and my school experience courses have provided me with ample expertise instructing utilizing a variety of technology | (1) | (2) | (3) | (4) | (5) |
I40 | I had the opportunity to experience several educational applications of technology | (1) | (2) | (3) | (4) | (5) |
I41 | The teaching experience course enabled me to strengthen the utilization of technology in education | (1) | (2) | (3) | (4) | (5) |
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Gümüş, M.M., Kayhan, O., Kukul, V. et al. Preparing teachers to integrate technology in education according to SQD model: scale development and validation. Educ Inf Technol 29, 3993–4023 (2024). https://doi.org/10.1007/s10639-023-11978-0
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DOI: https://doi.org/10.1007/s10639-023-11978-0