Examining the role of student teachers' perceived usefulness of ICT and resilience to digital distractions on their evaluation of online information

Background With the rapid advancement of digital technology, student teachers must be proficient in evaluating digital information, resilient to digital distractions, and able to discern the usefulness of Information and Communication Technology. Objectives This study investigates the relationships between these concepts at two points in time. Methods The sample includes 153 student teachers from a Norwegian university. Results and conclusion Factor analysis supports a model with three unique concepts at both T1 and T2, maintaining an identical factor structure. However, five out of nine items display low levels of test–retest reliability, coupled with inadequate measurement invariance across time for the concepts. A consistent factor structure is necessary before checking for variations in items and concepts. Therefore, longitudinal studies are required for both methodological and substantive purposes. Resilience to digital distractions (T1) exhibits a positive relationship with the evaluation of digital information (T2). Further studies exploring this relationship over time appear crucial.