School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method
Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-ite...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Wu, Rongxiu [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
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| Übergeordnetes Werk: |
Enthalten in: Education and information technologies - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996, 28(2022), 2 vom: 25. Juli, Seite 1273-1297 |
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| Übergeordnetes Werk: |
volume:28 ; year:2022 ; number:2 ; day:25 ; month:07 ; pages:1273-1297 |
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| DOI / URN: |
10.1007/s10639-022-11233-y |
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| Katalog-ID: |
SPR049472143 |
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| 520 | |a Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. | ||
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10.1007/s10639-022-11233-y doi (DE-627)SPR049472143 (SPR)s10639-022-11233-y-e DE-627 ger DE-627 rakwb eng Wu, Rongxiu verfasserin (orcid)0000-0003-0457-2738 aut School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. School ICT readiness (dpeaa)DE-He213 Teacher ICT readiness (dpeaa)DE-He213 PISA (dpeaa)DE-He213 Alignment method (dpeaa)DE-He213 Yang, Weipeng (orcid)0000-0002-8057-2863 aut Rifenbark, Graham (orcid)0000-0003-1467-6469 aut Wu, Quan (orcid)0000-0002-0495-3111 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 28(2022), 2 vom: 25. Juli, Seite 1273-1297 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:28 year:2022 number:2 day:25 month:07 pages:1273-1297 https://dx.doi.org/10.1007/s10639-022-11233-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 28 2022 2 25 07 1273-1297 |
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10.1007/s10639-022-11233-y doi (DE-627)SPR049472143 (SPR)s10639-022-11233-y-e DE-627 ger DE-627 rakwb eng Wu, Rongxiu verfasserin (orcid)0000-0003-0457-2738 aut School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. School ICT readiness (dpeaa)DE-He213 Teacher ICT readiness (dpeaa)DE-He213 PISA (dpeaa)DE-He213 Alignment method (dpeaa)DE-He213 Yang, Weipeng (orcid)0000-0002-8057-2863 aut Rifenbark, Graham (orcid)0000-0003-1467-6469 aut Wu, Quan (orcid)0000-0002-0495-3111 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 28(2022), 2 vom: 25. Juli, Seite 1273-1297 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:28 year:2022 number:2 day:25 month:07 pages:1273-1297 https://dx.doi.org/10.1007/s10639-022-11233-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 28 2022 2 25 07 1273-1297 |
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10.1007/s10639-022-11233-y doi (DE-627)SPR049472143 (SPR)s10639-022-11233-y-e DE-627 ger DE-627 rakwb eng Wu, Rongxiu verfasserin (orcid)0000-0003-0457-2738 aut School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. School ICT readiness (dpeaa)DE-He213 Teacher ICT readiness (dpeaa)DE-He213 PISA (dpeaa)DE-He213 Alignment method (dpeaa)DE-He213 Yang, Weipeng (orcid)0000-0002-8057-2863 aut Rifenbark, Graham (orcid)0000-0003-1467-6469 aut Wu, Quan (orcid)0000-0002-0495-3111 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 28(2022), 2 vom: 25. Juli, Seite 1273-1297 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:28 year:2022 number:2 day:25 month:07 pages:1273-1297 https://dx.doi.org/10.1007/s10639-022-11233-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 28 2022 2 25 07 1273-1297 |
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10.1007/s10639-022-11233-y doi (DE-627)SPR049472143 (SPR)s10639-022-11233-y-e DE-627 ger DE-627 rakwb eng Wu, Rongxiu verfasserin (orcid)0000-0003-0457-2738 aut School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. School ICT readiness (dpeaa)DE-He213 Teacher ICT readiness (dpeaa)DE-He213 PISA (dpeaa)DE-He213 Alignment method (dpeaa)DE-He213 Yang, Weipeng (orcid)0000-0002-8057-2863 aut Rifenbark, Graham (orcid)0000-0003-1467-6469 aut Wu, Quan (orcid)0000-0002-0495-3111 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 28(2022), 2 vom: 25. Juli, Seite 1273-1297 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:28 year:2022 number:2 day:25 month:07 pages:1273-1297 https://dx.doi.org/10.1007/s10639-022-11233-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 28 2022 2 25 07 1273-1297 |
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10.1007/s10639-022-11233-y doi (DE-627)SPR049472143 (SPR)s10639-022-11233-y-e DE-627 ger DE-627 rakwb eng Wu, Rongxiu verfasserin (orcid)0000-0003-0457-2738 aut School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. School ICT readiness (dpeaa)DE-He213 Teacher ICT readiness (dpeaa)DE-He213 PISA (dpeaa)DE-He213 Alignment method (dpeaa)DE-He213 Yang, Weipeng (orcid)0000-0002-8057-2863 aut Rifenbark, Graham (orcid)0000-0003-1467-6469 aut Wu, Quan (orcid)0000-0002-0495-3111 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 28(2022), 2 vom: 25. Juli, Seite 1273-1297 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:28 year:2022 number:2 day:25 month:07 pages:1273-1297 https://dx.doi.org/10.1007/s10639-022-11233-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 28 2022 2 25 07 1273-1297 |
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school and teacher information, communication and technology (ict) readiness across 57 countries: the alignment optimization method |
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School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method |
| abstract |
Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
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Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
| abstract_unstemmed |
Abstract This study investigated the measurement invariance of school and teacher Information, Communication and Technology (ICT) readiness among 57 countries that participated in the Program in International Student Assessment (PISA) 2018 assessment. School and teacher ICT readiness scale is 11-item scale with two subfactors: school ICT readiness and teacher ICT readiness subscales (Bozkus, International Online Journal of Education and Teaching, 8(3), 1560–1579, 2021). With the novel alignment optimization method, we revealed that the school ICT readiness subscale was invariant for unbiased country comparisons but overall noninvariance was identified for the teacher ICT readiness subscale. Additionally, the rank of the school ICT readiness factor means indicated that Singapore, Sweden, B-S-J-Z (regions of China), United Arab Emirates and United States were among the top league, while countries like Indonesia, Poland, Ireland in between, and Japan, Mexico, Colombia, Argentina and Brazil ranked comparatively the lowest. Measures of school location, school type and class size further confirmed the validity of the school ICT readiness subscale. It was expected that the study would enhance our understanding of school and teacher ICT readiness across countries with the application of an alternative alignment optimization approach in examining ICT related scales. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 |
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School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method |
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Yang, Weipeng Rifenbark, Graham Wu, Quan |
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| score |
7.401184 |