The dataset for validation of factors affecting pre-service teachers' use of ICT during teaching practices: Indonesian context

This dataset describes two main variables, technological pedagogical and content knowledge (TPACK) and Beliefs on ICT, which may affect pre-service teachers' (PSTs) use of ICT (UICT) during teaching practices. TPACK assumes that PSTs should actively combine some domains of knowledge to design good quality of ICT-integrated courses lessons. Beliefs on ICT in this study consist of a mix of behavioral, normative, and control beliefs on ICT integration in education. In addition, UICT is defined as ICT used by PSTs during teaching practices. Three approaches were applied for the purification of the dataset; development of instruments, survey, and exploratory factor analysis (EFA). The dataset consists of demographic information, TPACK, Beliefs on ICT, and UICT. The dataset is beneficial to teacher educators in designing effective programs that best nurture PSTs' UICT during teaching practices. Researchers sharing similar sample characteristics in developing countries may adapt this dataset for more rigorous statistical analyses.


Data
This dataset contains variables' dimension, definition, and adapted references of the instruments (Table 1) as well as versions of the instruments during the development process (Table 2). Further, the instruments were distributed as a survey to PSTs from three Indonesian universities. For normality test, Skewness and Kurtosis were calculated for 3 variables (TPACK, Beliefs on ICT, and UICT). The reliability was also examined by calculating the Cronbach's alpha (Table 3). Finally, EFA was conducted by examining two variables' (TPACK and Beliefs on ICT) Kaiser-Meyer-Olkin (KMO), Bartlett's Test of Sphericity, Eigenvalue, and cross loading (Tables 4e7). The raw and analyzed data were accessible at Mendeley Data, https://data.mendeley.com/datasets/s6brgxxktt/7. Fig. 1 exhibits the study model.

Experimental design, materials, and methods
TPACK is the framework assuming that PSTs should actively combine some domains of knowledge to design good quality of ICT-integrated courses lessons [2]. Beliefs on ICT in this study consist of a mix of behavioral, normative, and control beliefs on ICT integration in education [3]. In addition, UICT is defined as ICT used by PSTs during teaching practices [4]. Three approaches were applied for the purification of the dataset; development of the instruments, survey, and EFA.

Development of the instruments
For the development of the instruments, a 2-phase strategy introduced by Ref. [5] was applied. In the 1st phase, the processes of adaptation, construction, and translation were conducted. The adaptation, construction, and translation process include demographic information, TPACK, Beliefs on ICT, and UICT. Demographic information consists of questions about, age, major, university, and ICT-based Specifications Table   Subject area  Education  More specific subject area  Educational technology  Type of data  Tables  How data was acquired  Face and  Value of the Data The dataset informs an insight into factors affecting UICT during teaching practices for Indonesian contexts. The dataset is beneficial to teacher educators in designing effective programs that best nurture PSTs' UICT during teaching practices.
Open access of this dataset has a potential ability to be adapted by related stakeholders to gain an understanding of the practices of technology into education in pre-service teacher training programs.
Researchers sharing similar sample characteristics in developing countries may adapt this dataset for more rigorous statistical analyses.
courses. Table 1 exhibits the variables' dimension, definition, and adapted references in the adaptation and construction process. Besides, the instruments were translated using the back-translation method [6] English to Indonesian and Indonesia to English, involving 2 translation experts.
In the 2nd phase, face and content validity were done. Firstly, two panels of 5 users and 5 experts were involved in 2 discussion sessions to evaluate the instruments for their context and setting appropriateness. Further, the instruments were distributed to 10 experts of educational technology who agree to participate to examine the instruments' relevance, clarity, and simplicity as part of the content validity index (CVI). The attributes of the instruments' items were rated on a 4-point scale 1 ¼ not relevant/not clear/not simple to 4 ¼ very relevant/very clear/very simple [5]. The CVI was measured at the item level (I-CVI) for three variables (TPACK, Beliefs on ICT, and UICT). The I-CVI was measured by providing a score of 3 or 4 divided by the total number of experts [5]. With a total of ten experts, the I-CVI should not be less than 0.78 [11]. Additionally, a modified Kappa (k*) index was calculated to have an estimation to the I-CVI [11]. The k* is an index of agreement from the experts indicating that the item is relevant, clear, simple. To calculate k*, the probability of chance occurrence (Pc) was first calculated [11]. The standards recommended by Ref. [12] were adopted to interpret k* in which the values above 0.74, between 0.60 and 0.74, and between 0.40 and 0.59 are defined as excellent, good, and fair, respectively. The calculation and information of CVI, k*, and Pc can be accessed at the Mendeley website as informed earlier.

Survey
After the development process, the instruments were distributed as a form of a survey to PSTs from three Indonesian universities. A survey design was chosen because it elaborates trends of the data rather than inform rigorous explanations. The total population of the study was all Indonesian PSTs while the target population is PSTs in the three universities. The sample was determined through simple random sampling. The instruments were distributed to 300 PSTs in which 287 responses were measurable; 10 of them were not completed and 3 were not returned.
Data normality was assessed by calculating Skewness and Kurtosis. Skewness and kurtosis values need to be in the range of À2 to þ2 [13]. All Skewness and Kurtosis values are within the recommended   (Table 3). In addition, the reliability of data was conducted through Cronbach's alpha (a > 0.700). Table 3 performs all value of Cronbach's alpha and no values are less than 0.700.

Exploratory factor analysis (EFA)
EFA was conducted for TPACK and Beliefs on ICT as two main variables of factors that may affect UICT during teaching practices (Fig. 1). UICT was not included in this process since it was theoretically defined as one factor. A three-time rotation of factor analysis was run in SPSS 23 that included 28 items for TPACK and 18 items for Beliefs on ICT. Both TPACK and Beliefs on ICT data were analyzed through principal component analysis with Varimax rotation for four assessments; KMO, Bartlett's Test of Sphericity, Eigenvalue, and cross loading. The value of KMO for TPACK is 0.901 with Bartlett's Test of Sphericity value was significant (p < .001). In addition, the value of KMO for Beliefs on ICT is 0.915 and the value of Bartlett's Test of Sphericity was also significant (p < .001). Therefore, no issues are indicated for KMO and Bartlett's Test of Sphericity of TPACK and Beliefs on ICT (Tables 3 and 6). From the rotation, 7 factors were extracted and labeled according to the theories of TPACK. The eigenvalue of the seven factors ranged from 9.296 to 1.012 with a maximal percentage of the variance of 35.754% (Table 5). Through the process, TPK 1 and PK 4 were dropped because the cross loading values of the items were highly detected. For Beliefs on ICT, 3 factors were extracted and were labeled behavioral, normative,   Table 7). The eigenvalue of the three factors ranged from 7.577 to 1.203 with the maximal percentage of the variance of 44.569%. No items of Beliefs on ICT were dropped from this process.

Conclusion
Many frameworks have been established to measure factors affecting technology integration in education such as technology acceptance model, theory of planned behavior, unified theory of acceptance and use of technology, and TPACK. However, little research has informed UICT predicted by combined frameworks. Therefore, this study model is offered as a combination of two frameworks, TPACK and Beliefs on ICT, as factors that may affect UICT. The model is relevant to the current condition of Indonesia as a developing country where technology is massively used in education. The dataset informs an insight into factors affecting UICT during teaching practices for Indonesian contexts. It is expected to be beneficial to teacher educators in designing effective programs that best nurture PSTs' UICT during teaching practices. It also benefits researchers sharing similar sample characteristics in developing countries to adapt this dataset.