Assessing teachers’ technology leadership in higher education: The application of ISTE standards in China

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Education and Information Technologies Pub Date : 2024-09-12 DOI:10.1007/s10639-024-12998-0
Yuting Zhang, Weiwei Ma, Min Xiao, Zhipeng Li
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Abstract

The rapid advancement of educational technologies worldwide and the ubiquitousness of technology-integrated teaching and learning have posed great challenges to teachers. Technology leadership is an emerging focus among educators, it involves using technologies to lead learners’ knowledge, abilities, and values development. However, there are few available scales that can evaluate its level among teachers in China. We proposed a model based on the new version of the ISTE Standard for Educators and addressed a set of indicators. This study developed and validated a 24-item teachers’ technology leadership scale (TTLS) through theoretical review, expert advice, exploratory factor analysis, and confirmatory factor analysis. This study reports the results through analysis of responses from 604 Chinese university students. Our findings revealed good reliability and validity in the scale but demonstrated a three-construct model that differs from the original seven-dimension framework, thus highlighting the characteristics of the Chinese context. This study contributes to a growing body of research that aims to provide researchers, educators, and policymakers with a tool (TTLS) that can be used as a reliable assessment scale for measuring teachers’ level of technology leadership, thus supporting their development in three domains regarding leadership, technology integration ability, and digital responsibility.

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评估高校教师的技术领导力:ISTE 标准在中国的应用
全球教育技术的飞速发展和技术整合教学的无处不在,给教师带来了巨大的挑战。技术领导力是教育工作者关注的一个新兴话题,它涉及到利用技术引领学习者知识、能力和价值观的发展。然而,在中国,能够评价教师技术领导力水平的量表并不多。我们根据新版《ISTE 教育者标准》提出了一个模型,并解决了一系列指标。本研究通过理论回顾、专家建议、探索性因子分析和确认性因子分析,开发并验证了 24 个项目的教师技术领导力量表(TTLS)。本研究通过分析 604 名中国大学生的回答来报告结果。我们的研究结果表明,该量表具有良好的信度和效度,但其三结构模型与最初的七维度框架有所不同,从而凸显了中国国情的特点。本研究为越来越多的研究做出了贡献,旨在为研究者、教育者和政策制定者提供一个工具(TTLS),作为衡量教师技术领导力水平的可靠评估量表,从而支持教师在领导力、技术整合能力和数字责任三个领域的发展。
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来源期刊
Education and Information Technologies
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.
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