Loading...
Publication
Atitude face à utilização de tecnologias digitais da informação e comunicação: proposta de um instrumento para aferir as atitudes de docentes face à utilização das tecnologias nas atividades laborais
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.38 MB | Adobe PDF |
Authors
Abstract(s)
O objetivo do estudo foi criar um instrumento com a finalidade de aferir a atitude dos docentes face à utilização das Tecnologias Digitais da Informação e Comunicação (TDIC) nas atividades laborais, mais especificamente no ensino presencial. Para tal, foram adotadas práticas e protocolos para a elaboração de instrumentos de mensuração de atitudes disponíveis na literatura. A amostra para a validação do instrumento foi de 200 docentes de instituições de ensino superior no Brasil. O software Statistical Package for the Social Sciences 29 (SPSS) foi utilizado para estatísticas descritivas, teste de normalidade e confiabilidade dos dados. O software FACTOR foi utilizado para a validação do instrumento por meio de uma Análise Fatorial Exploratória (AFE). Foram verificadas a adequação dos dados e da amostra utilizando o teste de esfericidade de Bartlett (Sig. p-valor < 0,05) e a estatística de Kaiser-Meyer-Olkin (KMO: 0,87236). A Measure of Sampling Adequacy (MSA) foi utilizada para identificar itens problemáticos. Correlações policóricas foram necessárias devido à natureza ordinal dos dados.
A Análise Paralela (AP) foi realizada para determinar o número de fatores, revelando inicialmente um fator significativo ao considerar o percentil 95 das variâncias aleatórias e dois fatores significativos ao considerar a média. A estrutura fatorial resultou em dois fatores principais: "Formação continuada em TDIC em favor da educação" (Fator 1) e "Integração equilibrada das TDIC juntamente com as Metodologias Ativas" (Fator 2). O modelo final apresentou um bom ajuste aos dados com valores de RMSEA (0,058), CFI (0,995) e TLI (0,994) indicando alta adequação. Após a análise da matriz de correlações Policóricas, complementada pela análise da Pratt's Importance Measure, foram excluídos quatro itens pouco representativos do Fator 1. Os valores do H-index para os fatores foram altos, com o Fator 1 apresentando H-latent de 0,984 e H-observed de 1,005, e o Fator 2 apresentando H-latent de 0,975 e H-observed de 1,024. Estes valores indicam uma alta replicabilidade, ou seja, os fatores identificados são consistentes e provavelmente serão replicados em estudos futuros. Por fim, foram sugeridas faixas de classificação para interpretar os resultados obtidos pela escala desenvolvida, garantindo uma análise mais específica e detalhada das diferentes áreas abordadas pela escala.
ABSTRACT: The objective of this study was to create an instrument to measure the attitude of teachers towards the use of Digital Information and Communication Technologies (DICT) in labour activities, more specifically in face-to-face teaching. To this end, practices and protocols were adopted for the development of attitude-measuring instruments available in the literature. The sample for validating the instrument was 200 professors from higher education institutions in Brazil. The Statistical Package for the Social Sciences 29 (SPSS) software was used for descriptive statistics, normality testing and data reliability. FACTOR software was used to validate the instrument through an Exploratory Factor Analysis (EFA). Data and sample suitability were verified using Bartlett's Test of Sphericity (Sig. p-value < 0.05) and Kaiser-Meyer-Olkin statistic test (KMO: 0.87236). The Measure of Sampling Adequacy (MSA) was used to identify problematic items. Polychoric correlations were necessary due to the ordinal nature of the data. Parallel Analysis (PA) was performed to determine the number of factors, initially revealing a significant factor when considering the 95th percentile of random variances and two significant factors when considering the average. The factorial structure resulted in two main factors: "Continued training in DICT in favour of education" (Factor 1) and "Balanced integration of DICT together with Active Methodologies" (Factor 2). The final model presented a good fit to the data with RMSEA (0.058), CFI (0.995), and TLI (0.994) values indicating high adequacy. After analyzing the Polychoric correlation matrix, complemented by the analysis of Pratt's Importance Measure, four items that were not very representative of Factor 1 were excluded. H-index values for the factors were high - Factor 1 presented an H-latent of 0.984 and H-observed of 1.005, and Factor 2 presented an H-latent of 0.975 and H-observed of 1.024. These values indicate high replicability, that is, the factors identified are consistent and will likely be replicated in future studies. Finally, classification ranges were suggested to interpret the results obtained by the developed scale, ensuring a more specific and detailed analysis of the different areas covered by the scale.
ABSTRACT: The objective of this study was to create an instrument to measure the attitude of teachers towards the use of Digital Information and Communication Technologies (DICT) in labour activities, more specifically in face-to-face teaching. To this end, practices and protocols were adopted for the development of attitude-measuring instruments available in the literature. The sample for validating the instrument was 200 professors from higher education institutions in Brazil. The Statistical Package for the Social Sciences 29 (SPSS) software was used for descriptive statistics, normality testing and data reliability. FACTOR software was used to validate the instrument through an Exploratory Factor Analysis (EFA). Data and sample suitability were verified using Bartlett's Test of Sphericity (Sig. p-value < 0.05) and Kaiser-Meyer-Olkin statistic test (KMO: 0.87236). The Measure of Sampling Adequacy (MSA) was used to identify problematic items. Polychoric correlations were necessary due to the ordinal nature of the data. Parallel Analysis (PA) was performed to determine the number of factors, initially revealing a significant factor when considering the 95th percentile of random variances and two significant factors when considering the average. The factorial structure resulted in two main factors: "Continued training in DICT in favour of education" (Factor 1) and "Balanced integration of DICT together with Active Methodologies" (Factor 2). The final model presented a good fit to the data with RMSEA (0.058), CFI (0.995), and TLI (0.994) values indicating high adequacy. After analyzing the Polychoric correlation matrix, complemented by the analysis of Pratt's Importance Measure, four items that were not very representative of Factor 1 were excluded. H-index values for the factors were high - Factor 1 presented an H-latent of 0.984 and H-observed of 1.005, and Factor 2 presented an H-latent of 0.975 and H-observed of 1.024. These values indicate high replicability, that is, the factors identified are consistent and will likely be replicated in future studies. Finally, classification ranges were suggested to interpret the results obtained by the developed scale, ensuring a more specific and detailed analysis of the different areas covered by the scale.
Description
Tese de Doutoramento, Ciências Económicas e Empresariais, 28 de janeiro de 2025, Universidade dos Açores.
Keywords
Gestão de Carreira Tecnologias Digitais da Informação e Comunicação Atitude Docente Competências Digitais Educação Superior
Citation
Canella, Victor Borges. (2024). "Atitude face à utilização de tecnologias
digitais da informação e comunicação: proposta de um instrumento para aferir as atitudes de docentes face à utilização das tecnologias nas atividades laborais". 363 p. (Tese de Doutoramento em Ciências Económicas e Empresariais). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8692