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Current research focuses on teachers’ attitudes towards and methods for classroom digital literacy (DL) integration. Little research looks at teachers’ attitudes towards personal DL use, recognizing how they use DL to learn. The Digital Learning Identity Survey (DLIS) was created to assist teachers in self-identification and recognition of their own learning identity as it relates to DL. This study investigates the reliability and validity of the DLIS using exploratory and confirmatory factor analyses. A correlation analysis was conducted to determine if survey items correlated logically and aligned with existing theory, including elements needed for digital identity development – digital literacy, self-regulated learning, and motivation. The study found that aspects of the DLIS validly measure digital learning identity.