Analytical Competences of Teachers in Big Data in the Era of Digitalized Learning

Belmonte, Jesús López; Sánchez, Santiago Pozo; Cabrera, Arturo Fuentes; Torres, Juan Manuel Trujillo

doi:10.3390/educsci9030177

Cited by 45 publications

(45 citation statements)

References 57 publications

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“…The results of the present study indicated a low level of digital competence by the teaching body. None of the dimensions included in digital competence obtained optimal results, which indicates that, as with other educational stages, continuing education teachers also present a low level [33,34]. In particular, the digital content creation dimension showed alarming results, as it was close to zero [37][38][39].…”

Section: Discussionmentioning

confidence: 88%

“…In this line, there are relevant studies [33,34] that specify a deficient level in the informational area, research, selection, and collection of information. Additionally, they deal with the analysis of digital competence in active teachers, and among them, we can find a compendium of studies in different contexts that determine that teachers do not have enough digital skills according to the current demands of the information society [35,36].…”

Section: Introductionmentioning

confidence: 99%

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Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

et al. 2020

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The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.

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Section: Discussionmentioning

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

et al. 2020

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“…In a context in which the pandemic caused by COVID-19 has had profound consequences on social, economic and cultural life worldwide, in an increasingly digital society [2,3], with the announced Society 5.0 based on digital being a paradigmatic example [4,5], the schooling dimension has also been affected in its normal functioning [6,7,8,9,10,11,12].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 and the Promotion of Digital Competences in Education

Sá¹,

Serpa²

2020

ujer

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The pandemic caused by COVID-19 has profound consequences on social, economic and cultural life worldwide, and is affecting, throughout the world, the regular functioning of educational institutions at all levels, with their temporary shutdown and the impossibility of face-to-face classes. This study aims to add to the analysis of the implications of this context in the reformulation of education shaped by the digital. To fulfill this goal, the authors carried out a document collection, and also mobilized their experience in the research and teaching of this topic. It is concluded that these unforeseen circumstances may be a key moment of opportunity for reformulating teaching, with the implementation, development and dissemination among teachers and students of digital technologies in shaping a society that is, itself, increasingly digital, notably Society 5.0. To this end, and as main implications, the agents of the educational process, teachers and students, due to their traits and various reasons, will have to prepare for student-centered learning through the intentional and sensible mobilization of digital technologies in a complex process, in which each agent will be, ultimately, a critical content creator with enhanced digital literacy. In the contemporary digital society, the school needs to reinvent itself, which is even more pressing with the Covid-19 pandemic. Aspects such as training, internet access infrastructure, hardware and software, digital literacy, and students and academics' teaching and learning strategies are essential. The school offers, thus, a critical contribution to social cohesion and social equity through digital inclusion in education for sustainable development.

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“…The level of acquisition in each area, particularly elementary levels (areas 1 and 2), has a direct impact on teaching activity and on the practical use of ICT [17]- [19]. In particular, older teachers have the added difficulty of lacking technological skills [20], in addition to the limited social and institutional systems, which hinder older adults' ability to acquire experience and ease with technology [21].…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres

et al. 2019

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The technological development of recent decades has had an impact on the lifestyle of adults. As a result, it has been necessary for citizens to adapt and learn how to use technological resources, an essential requirement to foster employability. This requirement acquires a special nuance within Permanent Education, which mainly involves adults who would like to cover some training need. The aims of this study were to analyze the digital competence of Permanent Education teachers, and to determine the factors that have an impact on its development. Therefore, a quantitative methodology has been used, whereby a sample of Permanent Education teachers in the region of Andalusia, Spain, were asked to complete a questionnaire on digital competence (n = 140). The results confirmed the low digital competence of teachers, and how some factors such as age, kind of centre, prior training on ICT, degree, teaching experience and professional category affect the development of digital competence. The last part of the study discussed the potential explanations for the study findings and suggestions for future research.

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Analytical Competences of Teachers in Big Data in the Era of Digitalized Learning

Cited by 45 publications

References 57 publications

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

COVID-19 and the Promotion of Digital Competences in Education

Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres

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