Validation of Technology Acceptance Model (TAM) to measure the digital competence in students of primary education
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Abstract
Spanish educational legislation establishes that students in Primary Education must acquire Digital Competence as one of the Key Competencies recommended by the European Union in the European Framework for Key Competences for Lifelong Learning. The assessment of the Key Competencies is a challenge for teachers, since in the learning process the development of competencies is usually restricted, which makes it difficult to measure. This work aims to validate an effective instrument to measure the digital competence of students in the 5th and 6th grades of primary education. A total of 170 students from two schools in Córdoba participated in this research, with a mean age of 11.05 (SD=.775). The Technology Acceptance Model (TAM) was used as a data collection instrument to check the level of acquisition of Digital Competence. The results show that the instrument is divided into two dimensions: usefulness and enjoyment, these two scales being like those established by Davis (1989) at the beginning of the TAM: usefulness and ease of use. It can be concluded that the TAM is a valid and reliable tool for measuring the digital competence of primary school students.
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