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It identifies ICT competency areas relevant across each CLEs phase, using literature review, expert input, and focus group interviews to construct the instrument. Principal component analysis supports construct validity, with subscale Cronbach’s alpha values ranging from 0.817 to 0.993.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-information-and-communication-technology-competencies-in-design-based-learning-environments/601295/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-information-and-communication-technology-competencies-in-design-based-learning-environments/601295.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To build on ICT competency areas used across Jonassen’s constructivist learning environments (CLEs) phases and develop a scale to assess students’ use of these technologies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the scale developed?",{"text":117,"@type":113},"Through a literature review, expert opinions, and focus group interviews to construct the scale and its ICT competency areas.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the scale’s validity tested?",{"text":121,"@type":113},"Principal component analysis was conducted for each technology competency area identified on the scale to determine construct validity.",{"name":123,"@type":110,"acceptedAnswer":124},"What do the reliability results (Cronbach’s alpha) indicate?",{"text":125,"@type":113},"Cronbach’s alpha values for the subscales ranged from 0.817 to 0.993, and values above 0.80 indicate adequate validity and reliability.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601295,1792493807,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":36},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Çakır, H., Bahadır, H., & Tüfekci, A. (2021). Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments. Designs for Learning, 13(1),55–70. DOI: [https://doi.org/10.16993/dfl.160](https://doi.org/10.16993/dfl.160)  \n\n| RESEARCH\u003Cbr>Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments\u003Cbr>Hasan Çakır, Harun Bahadır and Aslıhan Tüfekci |\n| --- |\n| 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. |\n| Keywords: Constructivist Learning; Design-Based Learning; Information and Communication Technology Competency; Collaborative learning; Adoption of Technologies |\n\nIntroduction  \nIn 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) . In the constructivist approach, individuals are often not passive recipients, but play an active role in their learning; teachers are often not transmitters, but mainly guidesin learning; learners obverse realities in the outer world while being involved in the formation process of information through social interaction. Reflecting educational systems, which are designed with the constructivist approach, on education processes is at least as important as enabling students to acquire these abilities. The teaching system that will be used while describing the design of Jonassen’s  \nGazi University, TR  \nCorresponding author: Harun Bahadır ([bahadirharun@gmail.com](bahadirharun@gmail.com))  \n(1999)“constructivist learning environment design framework (CLEs)” environment, should also encourage learners to solve problems and produce. Through design-based learning, which is effective in enabling learners to obtain 21st-century abilities and whose popularity has been increasing in the past few years, learners improve their learning skills by developing an application, software, or product in a design-based manner. Learners’ technological abilities must be competent enough for design-based learning to be effectively implemented in a classroom environment. In the literature, there are various scales, which assess technological competency, such as those of ISTE (2016), Europea","cbCaitOJWJDVqd1M","https://ap.wps.com/l/cbCaitOJWJDVqd1M","pdf",1144721,16,"English","# Introduction\n# Conceptual Framework\n# Research Methods and Scale Development\n# Findings and Validity Assessment","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To build on ICT competency areas used across Jonassen’s constructivist learning environments (CLEs) phases and develop a scale to assess students’ use of these technologies.\"},{\"question\":\"How was the scale developed?\",\"answer\":\"Through a literature review, expert opinions, and focus group interviews to construct the scale and its ICT competency areas.\"},{\"question\":\"How was the scale’s validity tested?\",\"answer\":\"Principal component analysis was conducted for each technology competency area identified on the scale to determine construct validity.\"},{\"question\":\"What do the reliability results (Cronbach’s alpha) indicate?\",\"answer\":\"Cronbach’s alpha values for the subscales ranged from 0.817 to 0.993, and values above 0.80 indicate adequate validity and reliability.\"}]","Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments | PDF",1792092347]