Abstract
Considering the technological developments in recent years, it can be said that it is inevitable to use the screen instead of the paper and the keyboard instead of the pen. It is quite a normal process for pre-service teachers to be affected by these technological developments. Determining pre-service teachers' attitudes towards digital writing can be significant in terms of determining their pre-service competencies. This study aims to develop a valid and reliable measurement tool to determine pre-service teachers' attitudes toward digital writing. The study group of the research consists of teacher candidates studying in 2nd and 3rd grades at eleven different departments in the Faculties of Education at Dokuz Eylül (n = 697) and Pamukkale Universities (n = 804). Scale items were applied to a total of 1501 participants (Female = 991; male=510). Both exploratory (EFA) and confirmatory factor analysis (CFA) were used to determine the scale's factor structure. According to the analyzes, DWS consists of three subscales (convenience, motivation, effect subscales) and 25 items. The exploratory factor analysis observed that the items had a factor load between 0.41 and 0.68. It was determined as 38.309% of the variance value determined for the whole scale. CFA result χ² = (272, N = 1501) = 1895.32; RMSEA = .063; SRMR = .052; It reached acceptable fit values with CFI = .94 and NNFI = .94. Cronbach's alpha coefficient for the whole scale was calculated as .83.
Highlights
The writing process has undergone many changes from the Sumerian inscriptions until today
This study aims to develop a valid and reliable measurement tool to determine preservice teachers' attitudes toward digital writing
There is exploratory factor analysis, one of the first analyses to be made during the development of a measurement tool
Summary
The writing process has undergone many changes from the Sumerian inscriptions until today. The act of writing is not just representing the material in question with written symbols. It requires letters, syllables, words, and sentences to have meaning integrity within themselves (Yaman, 2008). It can be defined as writing that individuals transfer on a material with various symbols to interpret the information they obtain in their environment. Writing requires that thoughts are expressed with written symbols; thoughts are arranged in a certain order. It can be considered that individuals who are successful in the written expression are good at understanding and interpreting in all other lessons because writing requires a critical view and interpretive power. Students who are successful in handling the events in different dimensions can reveal the difference in understanding and explaining
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