Spanish validation perceived ease of ICT among future early childhood education and primary school teachers

IF 4.8 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Education and Information Technologies Pub Date : 2024-09-10 DOI:10.1007/s10639-024-12983-7

María Pilar Aparicio-Flores, Rosa Pilar Esteve-Faubel, Aitana Fernández-Sogorb, Carolina Gonzálvez

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Abstract

The use of Information and Communication Technologies (ICT) has been increasing in education. Despite its benefits, not everyone perceives its use with the same ease. This raises the need to observe the perceived ease of use (PEOU) of ICT among future teachers, which requires a valid and reliable instrument to measure this variable for the Spanish population. The aim of this study is to validate PEOU among trainee early childhood education and primary education teachers studying at Spanish universities and observe the factorial invariance across gender. Two studies were conducted: the first study consisted of an Exploratory Factor Analysis with 474 students (Mage = 21.17; SD = 4.03), while the second study tested the scale based on 796 students (Mage = 21.25; SD = 3.99). The results found that PEOU is a valid and reliable measurement scale consisting of two factors (FI. Difficulty [α = 0.89] and FII. Ease [α = 0.81], and that there are no gender differences. In conclusion, it provides a scale to assess PEOU of ICT among the Spanish adult population.

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西班牙验证未来幼儿教育和小学教师对信息与传播技术难易程度的感知

信息与传播技术（ICT）在教育领域的应用日益增多。尽管信息和传播技术好处多多，但并不是每个人都能同样轻松地使用它。因此，有必要观察未来教师对信息与传播技术易用性（PEOU）的感知，这就需要一个有效可靠的工具来测量西班牙人口的这一变量。本研究的目的是在西班牙大学学习的幼儿教育和小学教育见习教师中验证 PEOU，并观察不同性别的因子不变性。我们进行了两项研究：第一项研究是对 474 名学生（Mage = 21.17；SD = 4.03）进行探索性因子分析，第二项研究是对 796 名学生（Mage = 21.25；SD = 3.99）进行量表测试。结果发现，PEOU 是由两个因子（FI.难度[α = 0.89]和 FII.容易度[α=0.81]，并且不存在性别差异。总之，它为评估西班牙成年人对信息和通信技术的兴趣程度提供了一个量表。

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来源期刊

Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.00

自引率

12.70%

发文量

610

期刊介绍： The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.