Análisis psicométrico de una prueba para evaluar la competencia digital de estudiantes de Educación Obligatoria

Martín, Sonia Casillas; Cabezas-González, Marcos; Muñoz-Repiso, Ana García-Valcárcel

doi:10.7203/relieve.26.2.17611

Cited by 14 publications

(17 citation statements)

References 16 publications

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“…These items are each formed as multiple-choice questions with one correct answer (scored as "1") and three incorrect answers (scored as "0"). Therefore, original analysis procedures were followed (Casillas-Martín et al, 2020) considering the total score for each competency as a numerical variable from 0 to 4 points. The second domain, "attitude," consists of general affirmations regarding the digital information competence, with six items based on a 5-point, ordinal Likert-type scale (1 = strongly disagree, 2 = disagree, 3 = indifferent, 4 = agree, and 5 = strongly agree).…”

Section: Instrumentmentioning

confidence: 99%

“…It evaluates the five areas of the DigComp through subscales, one of which is the "ECODIES -Area 1: Information" subscale. The original psychometric study showed appropriate results of its validity (Casillas-Martín et al, 2020). This competence plays a crucial role in school-based student learning in the current education environment (Harju et al, 2019), and also in preventing the proliferation of fake news (Jones-Jang et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…A recent proposal introduced to resolve this situation was the "Evaluation of Digital Competence for Compulsory Education Students" (ECODIES, García-Valcárcel, Hernández, Basilotta, et al, 2019) test, which was developed based on the DigComp model. This instrument measures activities reported by the subject under evaluation, surpassing the selfperception type of measurement (Casillas-Martín et al, 2020). It evaluates the five areas of the DigComp through subscales, one of which is the "ECODIES -Area 1: Information" subscale.…”

Section: Introductionmentioning

confidence: 99%

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Psychometric Validation of the Information Area of Digital Competence in High School Students in Perú

Fernández-Bringas¹,

Sandoval-Arteta²,

Guerrero³

et al. 2022

EDUPIJ

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Background/purpose -Few psychometric tests have been identified in the literature that analyze digital competencies in school-aged children. The Evaluation Test of Digital Competencies in Compulsory Education Students (ECODIES, Casillas-Martín et al., 2020) is considered one of the most robust for its measurement. The aim of the study was to assess the psychometric validity of the "ECODIES -Area 1: Information" test with high school students from two Peruvian cities in 2021.Materials/methods -The research was formed as a basic level, nonexperimental, and cross-sectional study. Content validity was analyzed through expert judges (n = 8), while construct validity, factorial invariance, and reliability were tested with a sample of high school students from Lima and Cusco (N = 201).Results -The content validity obtained satisfactory results (Aiken's V = 0.952, p < .01). Through construct validity, it was corroborated that the instrument measures the information competence (RMSEA = 0.052, CFI = 0.948, TLI = 0.928, PNFI = 0.67) and that this theoretical construct remains invariant between both of the groups studied. The instrument also demonstrates adequate internal consistency (α = 0.736, ω = 0.751, ordinal α = 0.869).Conclusion -"ECODIES -Area 1: Information" is a valid and reliable instrument for the assessment of the information digital competence, including cultural differences, in high school students.

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Section: Instrumentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Psychometric Validation of the Information Area of Digital Competence in High School Students in Perú

Fernández-Bringas¹,

Sandoval-Arteta²,

Guerrero³

et al. 2022

EDUPIJ

View full text Add to dashboard Cite

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“…Las competencias digitales, entendidas como el conjunto de capacidades y habilidades que permiten a las personas ser responsables y críticas ante los medios, ser capaces de buscar, procesar, comunicar, crear y difundir información por medio de las tecnologías (Ferrés y Piscitelli, 2012;Pérez-Rodríguez y Delgado-Ponce, 2012) se han convertido en competencias fundamentales en la formación de la ciudadanía (Atchoarena et al, 2017;González et al, 2018) e imprescindibles para el aprendizaje permanente (Casillas-Martín et al, 2020), porque permiten a las personas adaptarse al ecosistema mediático actual, siendo responsables y reflexivas en el uso de las TIC (Tejada y Pozos, 2018).…”

Section: Las Competencias Digitales Y La Privacidad Onlineunclassified

Privacidad en redes sociales: análisis de los riesgos de auto-representación digital de adolescentes españoles

Serrano

Renés-Arellano

Ortuño

et al. 2021

RLCS

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Introducción: Las competencias digitales son referentes para la formación de los adolescentes ante los nuevos procesos de digitalización, en especial el uso de redes sociales donde consumen y producen información personal a través de diferentes prácticas de autorrepresentación digital. Estas prácticas y los riesgos que suponen para la privacidad de los menores son descritas en este trabajo a partir de la revisión de estudios recientes en torno al tema y de los datos de una muestra de adolescentes españoles (n=2066) de entre 12 y 18 años. Metodología: La metodología ha sido cuantitativa empleando un cuestionario de escala tipo Likert que cumple con criterios de validación de expertos y la fiabilidad, respondido de forma anónima por los menores. Resultados: Entre los resultados destacan prácticas similares en tres de las redes sociales más usadas por los adolescentes (WhatsApp, Instagram y Spotify), asociadas al uso de fotos, nombre y ubicación real, así como al no filtrado de contactos, siendo conscientes los menores de que compartir información personal supone riesgos para su privacidad y habiendo recibido formación al respecto. Discusión y Conclusiones: Finalmente, se concluye que la formación en conductas protectoras debe integrarse en las competencias digitales básicas, para que los menores aprendan a interaccionar de forma segura en las redes sociales, con responsabilidad y cuidando su privacidad y autorrepresentación digital.

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“…This is when they can receive documentation. Nevertheless, attending to physical factors is not enough to evaluate a minor's age and other individual, social and cultural factors must also be considered (Garamendi et al, 2011;Cemlyn and Nye, 2012;Bravo and Santos-González, 2017;Ambrosini, 2018;Casillas-Martín et al, 2020). Thus, the determination of age is fundamental, as is belonging to a reception center, where residential care programs are developed.…”

Section: Introductionmentioning

confidence: 99%

Characterizing Unaccompanied Foreign Minors: Educational Level and Length of Stay as Individual Difference Factors That Impact Academic Self-Efficacy

et al. 2022

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The aim of the present study is to analyze individual differences in academic self-efficacy within a population of Unaccompanied Foreign Minors (UFM) from the European cities of Ceuta and Melilla (Spain). Variables describing educational level and length of stay were considered in a sample of 377 individuals being cared for in different youth centers. Of these, 63.4% belonged to the group who had stayed at the center for less than 9 months and 36.6% reported a length of stay of more than 9 months. The age of participants ranged between 8 and 17 years old (M = 14.87 years). Once the quality parameters of the instrument (academic self-efficacy) were elaborated, reliability and validity was confirmed through Confirmatory Factor Analysis (CFA) using Structural Equation Modeling (SEM) methodology. Data collection was then initiated. The results overall indicate that 87.6% of those who completed the questionnaire reported a higher level of self-efficacy with regards to working with any classmate, whilst at the same time seeing themselves as capable of achieving good marks. ANOVA results indicated significant differences with respect to educational level and length of stay. In this regard, students who had received professional training and had been at the Center for more than 9 months, were the ones who developed greater academic self-efficacy for spending more time working when tasks were judged to be difficult. The results obtained demonstrate that any intervention will be positive as long as it promotes different institutions to develop strategies that cater to a length of stay of more than 9 months and target education, academic self-efficacy, socialization and strengthening the future workforce. Such interventions can be directed through new European, Spanish or local level policies. It is clear that institutions still have a lot of work left to do.

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Análisis psicométrico de una prueba para evaluar la competencia digital de estudiantes de Educación Obligatoria

Cited by 14 publications

References 16 publications

Psychometric Validation of the Information Area of Digital Competence in High School Students in Perú

Psychometric Validation of the Information Area of Digital Competence in High School Students in Perú

Privacidad en redes sociales: análisis de los riesgos de auto-representación digital de adolescentes españoles

Characterizing Unaccompanied Foreign Minors: Educational Level and Length of Stay as Individual Difference Factors That Impact Academic Self-Efficacy

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