Building teacher competency for digital content evaluation
Abstract The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed methods design to examine 102 in service teachers' experiences in a one year DCE professional development program. Qualitative thematic analysis followed by quantitative K means cluster analysis identified and validated four levels of teacher competency in DCE: familiarization, utilization, integration, and reorientation. In addition, this study also proposed design guidelines to scaffold DCE competency development tailored to the needs of teachers at various competency levels.