Adaptation of the Interactive, Constructive, Active and Passive Technology Scale: Validity and Reliability Study

Abstract

The aim of this study is to adapt the scale developed by Antonietti et al. (2023), which evaluates teachers’ technology integration according to the ICAP (interactive, constructive, active, passive) theoretical framework, into Turkish. The study group consists of 274 teachers working at various educational levels in Türkiye. As part of the scale adaptation process, linguistic equivalence studies were initially conducted, followed by confirmatory factor analysis to ensure construct validity.The analysis results revealed that the scale’s structure—consisting of 12 items and four subscales (passive, active, constructive, and interactive)—is also valid within the Turkish context (Χ2/df) = 2.482, root mean square error of approximation = 0.074, normed fit index = 0.947, relative fit index = 0.927, comparative fit index = 0.967, Tucker–Lewis index = 0.955). In this framework, the passive dimension measures technology usage behaviors where the student is in a receptive role; the active dimension assesses the processing of information; the constructive dimension measures the generation of new meanings; and the interactive dimension evaluates the occurrence of collaborative processes. The reliability of the scale was examined using cronbach’s alpha internal consistency coefficient, which indicated a high level of reliability (α = 0.919). Furthermore, it was observed that all average variance extracted values exceed 0.50 and composite reliability values exceed 0.70, thereby ensuring the convergent validity of the scale. In conclusion, this study demonstrates that the Turkish version of the scale is a valid and reliable measurement tool capable of assessing teachers’ technology integration practices in a multidimensional manner.