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Digital nativity of university teachers in China: factor structure and measurement invariance of the Digital Native Assessment Scale (DNAS)

机译：中国大学教师的数字诞生：数字本机评估规模的因子结构与测量不变性（DNA）

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This study examined the digital nativity of university teachers in China and tested the factor structure and measurement invariance from exploratory structural equation modelling analyses of the Digital Native Assessment Scale (DNAS) developed by Teo [(2013). An initial development and validation of a digital natives assessment scale (DNAS). Computers & Education, 67, 51-57]. Data were collected from 502 university teachers from 11 Chinese universities. The results indicate that Chinese university teachers demonstrate "digital native" characteristics. The results also support the measurement invariance of the DNAS across age, teaching experience, years of technology use, and years of teaching with technology. This study is the first in the digital native literature to examine the digital nativity of teacher cohorts using the DNAS. It addresses the issue of age when characterising digital natives and enriches our understanding of digital natives by empirically proving the validity of the DNAS in measuring teachers' digital nativity in China. This study also has implications for policy makers who develop technology-related education policies and design continuing professional development training.
机译：本研究审查了中国大学教师的数字诞生，并从TEO开发的数字本机评估规模（DNA）的探索结构方程模型分析中测试了因子结构和测量不变性[（2013）。数字本土评估规模（DNA）的初步开发和验证。电脑与教育，67,51-57]。从来自11所大学的502所大学教师收集数据。结果表明，中国大学教师展示了“数字本土”特征。结果还支持DNA跨年龄，教学经验，技术使用多年的测量不变性，以及技术多年的技术。本研究是数字本土文献中的第一个，用于使用DNA检查教师队列的数字遗迹。它通过经验证明DNA在中国衡量教师数字遗治中的有效性，解决了数字当地人的表征时的年龄问题并丰富了我们对数字本地人的理解。本研究还对发展技术相关教育政策和设计持续专业发展培训的政策制定者来说也有影响。

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