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 (TSLE). Data were collected from a total of 257 elementary and secondary school teachers in Taiwan during March and April 2018 to verify the reliability and construct validity of the instrument. The construct validity of this instrument was examined via confirmatory factor analysis and a multidimensional partial credit model for item responses in which an 18‐item instrument (4 items regarding cultural values, 3 regarding culturally relevant curricula, 4 regarding cultural scaffolding, 3 regarding multicultural collaboration, and 4 regarding integrating with technology and multicultural perspectives) was validated after the elimination of 4 items. The reliability of the instrument was found to be satisfactory according to multidimensional versions of the partial credit model analysis. Regression analysis showed that technology experiences and technology experiences in teaching were positive predictors while school level was a negative predictor of teachers’ perceived CRT in TSLE. Elementary school teachers were more likely to have positive perceptions of CRT in TSLE than were secondary school teachers.