The Development and Validation of a Digital Fluency Scale for Preadolescents
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The Development and Validation of a Digital Fluency Scale for Preadolescents Ying-Chun Chou1 • Chiung-Hui Chiu1,2
De La Salle University 2020
Abstract This study serves to develop a multidimensional scale for assessing the digital fluency of preadolescents. The researchers applied exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to evaluate the constancy of the classified factors and to elucidate relationships among factors in the Digital Fluency Scale. A total of 224 sixth-grade (aged 11–12) elementary school students studying in Taiwan were included in the first sample set for developing the Digital Fluency Scale using EFA to explore its factor structure. The participants of the second sample set using CFA numbered 442 elementary school students. CFA was used to elucidate the relationships among factors in this Digital Fluency Scale, with results indicating that a four-factor digital fluency comprised collaboration and research, digital citizenship, critical thinking and innovation design fit the data well. The Digital Fluency Scale included 15 items; the CFA result supported the four-factor model, with the best fit showing validity and reliability. The students had the highest score in digital citizenship, followed by innovation design, critical thinking, and collaboration and research. Female preadolescents had better digital fluency than male preadolescents.
& Chiung-Hui Chiu [email protected] 1
Graduate Institute of Information and Computer Education, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd, Da-an District, Taipei City 10610, Taiwan, ROC
2
Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Da-an District, Taipei City 10610, Taiwan, ROC
Keywords Digital fluency Scale Instrument development Elementary school students Preadolescents
Introduction The twenty-first century moves forward within the digital era; as such, people need to apply ‘‘digital fluency’’ to increase their problem-solving ability as a prerequisite for pursuing a career, participating in society, and maintaining lifelong learning using digital technology (Resnick 2002). ‘‘Digital fluency’’ involves not only knowledge about surfing the Internet but also the ability to manipulate appropriate digital technological devices to solve real-life problems through critical thinking, creativity, data collection and integration (Briggs and Makice 2012; Hsi 2007; Kim et al. 2013; Miller and Bartlett 2012; National Research Council [NRC] 2006; NETS Project and BrooksYoung 2007; Wang et al. 2013). Even though the terms ‘‘digital fluency,’’ ‘‘digital literacy,’’ and ‘‘information fluency’’ are familiar to learners and teachers, the definition of ‘‘digital fluency’’ should be accurately defined to clarify the meaning of digital technology learning. Digital fluency and digital literacy are indeed different (Miller and Bartlett 2012). The definition of digital fluency in this study is the phenomenon of students
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