infojournalИнформатика и образованиеInformatics and education0234-04532658-7769Publishing House Education and Informatics10.32517/0234-0453-2021-36-1-33-37infojournal-624Research ArticleЗАРУБЕЖНЫЙ ОПЫТFOREIGN EXPERIENCEEstablishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher educationEstablishing reliability and validity of an instrument to measure digital literacy practices and perceptions in higher educationhttps://orcid.org/0000-0001-6498-6997БрактияБ.BraktiaB.

Брактия Бахия, доктор педагогики, научный сотрудник кафедры лидерства в образовании, Huntsville, TX 77341, United States

Bahia Braktia, Ed.D., Research Assistant at the Department of Educational Leadership, Huntsville, TX 77341, United States

bxb039@shsu.eduhttps://orcid.org/0000-0001-6831-8451ХаасЛ. Э.HaasL. E.

Хаас Лори Э., доктор педагогики, доцент, координатор программы Field II Experience & Undergraduate Reading, Школа преподавания и обучения, Педагогический колледж, Huntsville, TX 77341, United States

Lory E. Haas, Ed.D., Assistant Professor, Coordinator, Field II Experience & Undergraduate Reading Program, School of Teaching and Learning, College of Education, Huntsville, TX 77341, United States

leh015@shsu.eduhttps://orcid.org/0000-0001-9706-1157Монтенегро СанчесА. М.Montenegro SanchezA. M.

Монтенегро Санчес Ана Марсела, доктор педагогики, профессор кафедры современных языков, San Pedro Montes de Oca, San José, 11501, The Republic of Costa Rica

Ana Marcela Montenegro Sanchez, Ed.D., Professor at the Department of Modern Languages, San Pedro Montes de Oca, San José, 11501, The Republic of Costa Rica

amm179@shsu.eduhttps://orcid.org/0000-0003-3590-8804КоптеловА. В.KoptelovA. V.

Коптелов Андрей Витальевич, канд. пед. наук, доцент, директор центра международного обучения, Школа преподавания и обучения, Педагогический колледж, Huntsville, TX 77341, United States

Andrey V. Koptelov, Ph.D., Associate Professor, Director of the Center for International Education, School of Teaching and Learning, College of Education, Huntsville, TX 77341, United States

axk022@shsu.eduГосударственный университет Сэма ХьюстонаСоединённые Штаты АмерикиSam Houston State UniversityUnited StatesУниверситет Коста РикиКоста-РикаUniversity of Costa RicaCosta Rica202120032021013337Copyright © Брактия Б., Хаас Л.Э., Монтенегро Санчес А.М., Коптелов А.В., 20212021Брактия Б., Хаас Л.Э., Монтенегро Санчес А.М., Коптелов А.В.Braktia B., Haas L.E., Montenegro Sanchez A.M., Koptelov A.V.This work is licensed under a Creative Commons Attribution 4.0 License.https://info.infojournal.ru/jour/article/view/624

Целью данного исследования была разработка надежного и действенного инструмента для изучения восприятия и практики применения цифровой грамотности в области образования профессорско-преподавательским составом высших учебных заведений. Опрос проводился среди преподавателей педагогического колледжа университета на юго-востоке Техаса. Исследовательский факторный анализ (EFA — The Exploratory Factor Analysis) выявил четыре фактора с собственным значением больше единицы. Используемый инструмент из 20 пунктов объяснил 65,08 % дисперсии моделей взаимоотношений между заданиями: 36,49 % — F1: ≪Цифровая грамотность помогает мне учить≫, 11,02 % — F2: ≪У меня есть компетенция и ресурсы в области цифровой грамотности≫, 8,99 % — F3: ≪Цифровая грамотность поддерживает обучение студентов≫, 8,58 % — F4: ≪Студенты обладают цифровой грамотностью≫. Этот инструмент был признан надежным в определении представлений и практики работы преподавателей в плане восприятия и применения цифровой грамотности.

The purpose of this study was to develop a reliable and valid instrument to explore the perceptions and practices of university professors and instructors with regards to digital literacy practices in the field of education. The Exploratory Factor Analysis (EFA) revealed four factors with eigenvalues greater than one. The 20-item instrument explained 65.08 % of the variance in relationship patterns among items: 36.49 % — F1: “Digital literacies help me teach”, 11.02 % — F2: “I have digital literacy competency and resources”, 8.99 % — F3: “Digital literacies support student learning”, and 8.58 % — F4: “Students are competent with digital literacy”. The instrument was deemed as reliable in determining faculty perceptions and practices.

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The authors declare that there are no conflicts of interest present.