Pathways to a Knowledge Society: A Proposal for a Hierarchical Model for Measuring Digital Literacy Among Israeli pre-service Teachers

Abstract

This paper presents the results of an empirical study on validation of performance statements for an inventory of the digital literacy skills required for learning. These skills are used to determine digital readiness of pre-service teachers. The paper reports on validation of an adjusted set of 54 performance statements which were categorized into seven digital learning domains. The seven digital learning domains were validated based on structural equation modelling which was then confirmed by factor analysis using AMOS software. The results of the analysis indicate the existence of a multi-layered model where all digital learning domains are positively connected to each other. Our findings therefore suggest a strong statistical validity of the performance statement inventory. The findings also point to the fact that pre-service teachers are in a transit phase from digital immigrants to digital natives. That, in the context of Covid-19 pandemic, implies the need to invest in appropriate preparation and training of pre-service teachers to teach in an online environment. The inventory for measuring digital literacy can be used to assess teachers’ digital readiness on a regular basis, thereby enabling them to adjust the teaching materials and pedagogy to achieve the required level of digital readiness, as defined by the school.