<abstract xmlns="http://www.w3.org/1999/xhtml">Currently, there is a need to assess the impact of ICT educational policies in educational centres. In this study, the level of digital competence of students is proposed as an indicator of the impact of these policies. However, there is an international problem when it comes to measuring this competence due to its diversity and conceptual complexity. This study presents a theoretical model of conceptualisation and systematisation of digital competence through various constructs derived from the sociocultural approach (Command, Privileging, Appropriation and Reintegration). The empirical validation of this model is the main purpose of this article. The sample of this study consists of 1,881 students of primary and secondary education of the autonomous community of Andalusia (Spain). For the data collection, an ad hoc questionnaire of 22 items is created. A statistical analysis based on structural equation model (SEM) is applied using the SmartPLS 2.0 M3 programme. The results reveal that the theoretical model is valid and has a predictive power (R<italic>2</italic>0.712 and Q<italic>2</italic>0.7087). To conclude, the validation of this theoretical model is a first step for the consideration and creation of digital competence as an indicator of the impact of ICT educational policies.</abstract>

Currently, there is a need to assess the impact of ICT educational policies in educational centres. In this study, the level of digital competence of students is proposed as an indicator of the impact of these policies. However, there is an international problem when it comes to measuring this competence due to its diversity and conceptual complexity. This study presents a theoretical model of conceptualisation and systematisation of digital competence through various constructs derived from the sociocultural approach (Command, Privileging, Appropriation and Reintegration). The empirical validation of this model is the main purpose of this article. The sample of this study consists of 1,881 students of primary and secondary education of the autonomous community of Andalusia (Spain). For the data collection, an ad hoc questionnaire of 22 items is created. A statistical analysis based on structural equation model (SEM) is applied using the SmartPLS 2.0 M3 programme. The results reveal that the theoretical model is valid and has a predictive power (R20.712 and Q20.7087). To conclude, the validation of this theoretical model is a first step for the consideration and creation of digital competence as an indicator of the impact of ICT educational policies.

Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Currently, there is a need to assess the impact of ICT educational policies in educational centres. In this study, the level of digital competence of students...

Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

Online veröffentlicht: 26. Dez. 2019

Seitenbereich: 37 - 44

DOI: https://doi.org/10.1515/rem-2018-0013

Schlüsselwörter
digital competence, ICT, educational policy, validation, model, indicator

© 2018 Jesús Conde-Jiménez, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

Online veröffentlicht: 26. Dez. 2019

Seitenbereich: 37 - 44

DOI: https://doi.org/10.1515/rem-2018-0013

Schlüsselwörterdigital competence, ICT, educational policy, validation, model, indicator

© 2018 Jesús Conde-Jiménez, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
digital competence, ICT, educational policy, validation, model, indicator