Next Article in Journal
Technical Viability Analysis of Industrial Synergies—An Applied Framework Perspective
Next Article in Special Issue
Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology
Previous Article in Journal
A Well-Being Approach to Soil Health—Insights from Aotearoa New Zealand
Previous Article in Special Issue
Education and Diet in the Scientific Literature: A Study of the Productive, Structural, and Dynamic Development in Web of Science
Article

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

1
Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain
2
Department of Research and Diagnostic Methods in Education, University of Seville, 41013 Seville, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2020, 12(18), 7721; https://doi.org/10.3390/su12187721
Received: 19 August 2020 / Revised: 12 September 2020 / Accepted: 17 September 2020 / Published: 18 September 2020
(This article belongs to the Special Issue ICTs in Sustainable Education Environments)
The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established. View Full-Text
Keywords: ICT; digital competence; sustainable education; Green TIC; digital security; teacher training; validation methods ICT; digital competence; sustainable education; Green TIC; digital security; teacher training; validation methods
Show Figures

Figure 1

MDPI and ACS Style

Barragán-Sánchez, R.; Corujo-Vélez, M.-C.; Palacios-Rodríguez, A.; Román-Graván, P. Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale. Sustainability 2020, 12, 7721. https://doi.org/10.3390/su12187721

AMA Style

Barragán-Sánchez R, Corujo-Vélez M-C, Palacios-Rodríguez A, Román-Graván P. Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale. Sustainability. 2020; 12(18):7721. https://doi.org/10.3390/su12187721

Chicago/Turabian Style

Barragán-Sánchez, Raquel; Corujo-Vélez, María-Carmen; Palacios-Rodríguez, Antonio; Román-Graván, Pedro. 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale" Sustainability 12, no. 18: 7721. https://doi.org/10.3390/su12187721

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop