Validation of a questionnaire to evaluate the educational use of technologies in multigrade classrooms
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Abstract
A study was conducted to validate a questionnaire designed to assess the use of digital technologies in multigrade, single-teacher educational processes. The objective was to determine the construct validity of the instrument through exploratory and confirmatory factor analysis. The research was based on the need for reliable tools to measure pedagogical technology practices in multigrade settings. A quantitative methodology with an instrumental design was used. The questionnaire was administered to a sample of practicing teachers, and its psychometric properties were evaluated. The exploratory factor analysis showed that the items presented adequate levels of normality and consistent factor loadings, which supported the validity of the theoretical model. However, the confirmatory factor analysis revealed that the initial model did not fully fit the data, highlighting the need to adjust the instrument's structure. Some fit statistics indicated acceptable agreement. It was concluded that the questionnaire has a solid theoretical foundation, and the modified model more accurately represented the underlying structure of the observed variables. The improved fit indices support its validity for evaluating the use of Information and Communication Technologies in multigrade pedagogical mediation. This validation represents a key step toward having tools that allow for diagnosing and intervening in the pedagogical integration of technologies in multigrade, single-teacher classrooms. The instrument can be used in future research and educational improvement processes related to didactic mediation supported by digital technology.
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