Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice

Wilson, Matthew L.; Hall, Jacob A.; Mulder, David J.

doi:10.1080/15391523.2020.1846146

Cited by 15 publications

(21 citation statements)

References 45 publications

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“…The five items that did not contribute well in this study caused the 4-factor DNAS model to be unacceptable, in contrast to the research results conducted on pre-service teacher students in Turkey, Singapore, and China (Teo 2013;Chen, Teo & Zhou 2016). However, one study supports our research, namely the research conducted by Wilson, Hall & Mulder (2020). Their research shows that the 4factor DNAS model is not suitable for measuring "digital natives" in student-teacher candidates in America.…”

Section: Resultscontrasting

confidence: 69%

“…Judging from the proportion of gender, this study was dominated by women, namely 80% of the total participants. This proportion is almost the same as Wilson, Hall and Mulder (2020), as many as 76% women. This difference in gender proportions also causes the 4-factor DNAS model not to be accepted by studentteacher candidates in America (Wilson, Hall & Mulder 2020).…”

Section: Resultsmentioning

confidence: 69%

“…This proportion is almost the same as Wilson, Hall and Mulder (2020), as many as 76% women. This difference in gender proportions also causes the 4-factor DNAS model not to be accepted by studentteacher candidates in America (Wilson, Hall & Mulder 2020). In contrast to the research conducted by Teo (2013), the proportion of women and men is almost the same.…”

Section: Resultsmentioning

confidence: 69%

“…Several research results show that the 4-factor DNAS model is suitable for measuring the digital natives of prospective teacher students in Singapore, China, and Turkey (Teo 2013;Chen, Teo & Zhou 2016;Huang, Teo & He 2019). However, some studies show that the 4-factor DNAS model is not suitable for application to student-teacher candidates in America (Wilson, Hall & Mulder 2020). We examine two samples in more depth, namely samples from two superpower countries, namely China and America, but produce different construct validity.…”

Section: Introductionmentioning

confidence: 99%

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Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

Guntara

Utami

2021

jpppf

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Education in the digital era had shifted conventional learning methods to digital technology-based learning. Likewise with students have to be faced by pre-service physics teachers who have entered the generation of digital natives. However, is it true that the concept of digital natives exists? Moreover, whether pre-service physics teachers belong to that generation? Therefore, the objective of this study was to prove the construct validity of the Digital Natives Assessment Scale using data from pre-service physics teachers in Banten Province, Indonesia. And follow-up analysis is used to find the relationship between digital natives' status and pre-service physics teacher technology mastery. This study used a quantitative approach with the correlational method. The type of correlation research chosen was Confirmatory Factor Analysis (CFA). The instrument used was a Digital Natives Assessment Scale (DNAS) questionnaire consisting of 21 items and four factors, measured using a 7-point scale. The results showed that this study could not prove the 4-factor DNAS model for pre-service teacher participants in Banten Province based on the results of the CFA. And there was no relationship between the status of digital natives and the level of technology mastery of pre-service teachers based on Pearson correlation analysis. So it can be concluded that using a sample of student-teacher candidates in Indonesia, the 4-factor DNAS cannot be proven construct validity. However, this decision is not final but should be tested on a larger scale to show DNAS matches.

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Section: Resultscontrasting

confidence: 69%

Section: Resultsmentioning

confidence: 69%

Section: Resultsmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

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Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

Guntara

Utami

2021

jpppf

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“…Despite harsh criticism, the digital native frame has had such an influence on academics and practitioners that it continues to inform research practice in education (Kesharwani, 2020;Kirschner & De Bruyckere, 2017;Helsper, 2020;Huang et al, 2021). Wilson et al (2020) suggest that a greater understanding of this suggested phenomena or the continuous development of a better model for comprehending the needs of generations beyond 1980 are both required.…”

Section: Introductionmentioning

confidence: 99%

Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective

Milutinović

2022

Educ Inf Technol

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Many seem to believe that today’s pre-service teachers as born after 1980 are digital natives, or that they are “native speakers” of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the four-factor, 21-item Digital Nativity Assessment Scale (DNAS) was one of the first instruments to assess digital nativeness (DN). This study aim is to explore the influence of pre-service teachers’ DN on their intention to use technology in the future classroom in Serbia, by evaluating the DNAS on Serbian sample and using it for measuring the DN. Six variables were incorporated to examine their mutual relationships based on technology acceptance model: digital nativeness, behavioral intention (BI), perceived usefulness (PU), perceived ease of use (PEU), subjective norm (SN), and technological complexity (TC). Data were collected from 688 pre-service teachers in Serbia. Exploratory factor analysis confirmed a four-factor model for the DNAS, and Serbian pre-service teachers demonstrated a high level of DN. To evaluate the hypothesized model structural equation modeling was utilized. The suggested model had a good fit for describing the BI of Serbian pre-service teachers, accounting for 27.1% of the variance in BI. It was found that direct dominant predictors of BI are digital native traits, perceived usefulness, and perceived ease of use. Significant influence of digital native traits on all other variables in the model was also confirmed. The implications for theory and practice are discussed.

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Digital natives in the scientific literature: A topic modeling approach

Mertala,

López-Pernas,

Vartiainen

et al. 2024

Computers in Human Behavior

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Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice

Cited by 15 publications

References 45 publications

Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

Measuring the Classification of Digital Natives use Digital Natives Assessment Scale: The Implementation on Pre-Service Physics Teachers in Banten-Indonesia and Its Implications

Examining the influence of pre-service teachers’ digital native traits on their technology acceptance: A Serbian perspective

Digital natives in the scientific literature: A topic modeling approach

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