Abstract
Design-based learning (DBL) enables 21st-century skills to be gained through design-oriented production processes. Jonassen’s “Designing Constructivist Learning Environments framework” (CLEs) is a suitable model for designing a DBL environment. In such learning environments, students must have a certain level of information and communication technology (ICT) competencies in order to achieve learning goals. The aim of the study is to build on ICT competency areas that are likely to be used in each phase of CLEs and to develop a scale in order to assess the usage of these technologies by students. The study is of importance in terms of enabling teachers to evaluate learners and themselves technologically before education starts in such an environment. Literature review, expert opinion, and focus group interview were conducted to develop the scale. In order to determine the construct validity of the scale, principal component analysis was conducted for each technology competency area identified on the scale. As a result of the analysis, it was determined that the Cronbach’s alpha values of the subscales of the measuring tool were between 0.817 and 0.993. Cronbach’s alpha values above 0.80 indicate that the scale is adequately valid and reliable (Cronbach & Meehl, 1956). In line with these results, the “Design-based learning environments technological competencies scale” is considered being a suitable tool for assessing the ICT competency of teachers and students before starting teaching in learning environments based on the constructivist approach.
Highlights
In today’s competitive work environment, where information and circumstances are constantly evolving while time is still limited, individuals are expected to keep up with that pace
This study aims at determining competencies areas, which will build on the technological competencies of learners studying in design-based learning environments based on constructivist teaching approaches, and developing a scale that will assess the aforementioned
The literature has been reviewed in-depth in this study, ; 36 technological competency areas relevant to the Constructivist Learning Environments framework” (CLEs) framework and 198 items questioning the applicability of these areas in the learning environment have been built on
Summary
In today’s competitive work environment, where information and circumstances are constantly evolving while time is still limited, individuals are expected to keep up with that pace. These expectations, in other words, 21st-century abilities are regarded as the ability to take initiative, to critically think, to learn how to learn, to work in cooperation, to pose questions, and to self-regulate (P21, 2019). This study aims at determining competencies areas, which will build on the technological competencies of learners studying in design-based learning environments based on constructivist teaching approaches, and developing a scale that will assess the aforementioned
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