An Instrument for Assessing Teachers' Perceptions of Culturally Responsive Teaching in Technology-Supported Learning Environments

This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments. The construct validity of this instrument was examined via confirmatory factor analysis and the multiple dimensional partial credit model (MPCM) for item responses. Results showed that, after elimination of 4 items, the 18-item instrument (4 in cultural value, 3 in school-community interactions, 4 in cultural scaffolding, 3 in multicultural collaboration, and 4 in integrating with technology and multicultural perspectives) was validated. The reliability for each dimension was found to be satisfactory. Regression analysis showed that teachers' technology experiences and technology experiences in teaching were significant in predicting teachers' perceived CRT in technology-supported learning environments.