Developing and Validating a Comprehensive Scale to Measure Perceived Barriers to Technology Integration

Ugur Basarmak, Nazire Burcin Hamutoglu
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Abstract


The purpose of this study was to develop a comprehensive and a generic scale to measure perceived barriers to technology integration. To this end, 511 pre-service teachers for the factor structure of the scale were performed. Findings showed that the scale has 51 items and 14 factors explained 63.17% of total variance. CFA results confirmed the structure of the scale. Furthermore, convergent and divergent validity were examined, and results show that the scale has construct validity. The reliability of the scale was calculated by Cronbach’s alpha co-efficiency and composite coefficient of fourteen factors show that the scale is reliable. It is thought that this instrument will be a practical guide for all pre-service teachers, teachers, teacher educators, instructors in “Supporting Technology Integration” from the field of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, measurement and evaluation,  and educational statistics which are appropriate to the scope of the journal, and may help to get a contribution and high quality studies.  


Keywords


Barriers, Technology integration, Validity- reliability, Pre-service teachers, Scale.

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References


Basarmak, U. & Hamutoglu, N.B. (2020). Developing and validating a comprehensive scale to measure perceived barriers to technology integration. International Journal of Technology in Education and Science (IJTES), 4(1), 53-71.


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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.