Competence in Digital Interaction and Communication—A Study of First-Year Preservice Teachers’ Competence in Digital Interaction and Communication at the Start of Their Teacher Education

Johanson, Lisbeth Bergum; Leming, Tove; Johannessen, Bjørn-Henrik; Solhaug, Trond

doi:10.1080/08878730.2022.2122095

Cited by 12 publications

(14 citation statements)

References 18 publications

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“…However, it is evident that students have become accustomed to digital communication, which has become a part of their daily lives, with almost no geographical or time limitations (Santos, 2019). Students who can communicate digitally can interact effectively and flexibly, enhancing their learning capabilities (Johanson, 2022). Digital communication interaction refers to the use of applications such as Zoom (Katz, 2021), WhatsApp (Urien, 2019), Telegram (Shabani, 2022), and Instagram (Yuen, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…Digital communication interaction refers to the use of applications such as Zoom (Katz, 2021), WhatsApp (Urien, 2019), Telegram (Shabani, 2022), and Instagram (Yuen, 2023). Students using these applications can communicate through both oral and written means (Johanson, 2022). They can also share various types of content, such as documents, text, and videos (Johanson, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Students using these applications can communicate through both oral and written means (Johanson, 2022). They can also share various types of content, such as documents, text, and videos (Johanson, 2022). Nevertheless, the success of CPS is heavily influenced by students' willingness, ability, and active participation (Treffinger, 2023).…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

Nuraeni,

Rosana

2023

joease

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The accelerating development of digital technology has shaped a rapidly evolving information landscape, significantly impacting the realm of education. The integration of digital technology in education necessitates a positive outlook and a strong digital literacy. The research adopts a Research and Development (R&D) approach and employs the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model for development. Data collection tools in this study include observation sheets, expert validation sheets, student response questionnaires, and digital literacy tests. The data analysis combines qualitative and quantitative techniques, including a t-test. The findings of this research indicate that the utilization of e-modules based on CPS only succeeded in enhancing the indicators of communication skills through digital media and the responsible and positive use of digital media, among all the digital literacy indicators.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

Nuraeni,

Rosana

2023

joease

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“…The study revealed a correlation between lower digital proficiency among prospective teachers and heightened levels of stress experienced during the period of online teaching and learning amid the COVID-19 pandemic. Johanson et al (2022) examined variations in the professional competence of first-year teachers in using digital sharing and communication tools, employing the social constructivist learning theory. A survey was conducted among prospective educators at two universities in Norway.…”

Section: / 10mentioning

confidence: 99%

Exploring pre-service teachers’ ICT competence beliefs

Sergeeva,

Zheltukhina,

Sizova

et al. 2024

CONT ED TECHNOLOGY

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It is essential for pre-service teachers to hold positive beliefs about information and communication technology (ICT) and possess digital skills to integrate digital technology successfully into the teaching and learning environments. Although numerous studies have examined teachers’ attitudes toward ICT, little research has examined teachers’ ICT competency beliefs. This research aimed to explore pre-service teachers’ ICT competence beliefs.<b> </b>We used an instrument developed by previous researchers for data collection. The results showed that the pre-service teachers had good ICT competence beliefs. A few gender differences were found between participants’ mean scores on six dimensions of the data collection instrument. No gender differences were found for many items. It was found that there were no significant differences in the years of study of participants across five different grade levels. However, the lowest mean scores were found in analyzing and reflecting, problem-solving, and information and data literacy. Conversely, the highest mean scores were detected in communication and collaboration, digital content creation, and safety and security. Based on these findings, recommendations have been made for practice and future research.

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“…Attitudes are an important part of professional digital competence and a key factor in the successful integration of digital technologies in schools [5][6][7][8]. Johanson et al [9] reported that several researchers in Norway have highlighted a lack of connection between what is stated about knowledge and skills concerning DT in international and national plans for teacher education, what takes place in school practice, and the pre-service teachers' experiences of learning knowledge and skills regarding DT in their teacher education.…”

Section: Introductionmentioning

confidence: 99%

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

Janeš,

Madsen,

Saure

et al. 2023

Education Sciences

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Digital technology has become an important part of society and deserves attention and in-depth research, which is still lacking. The study presented in this paper includes international perspectives from six countries and examines which factors influence the use of digital technologies in future pedagogical work in primary schools. Specifically, we investigated how pre-service teachers assess their attitudes, knowledge, and skills towards digital technology, and we determined these factors’ role in the pre-service teachers’ future use of digital technologies in pedagogical work. For the purpose of the research, an online questionnaire was used, which contained open-ended questions, optional questions, and five-point Likert-type scales, and Spearman correlation and Stepwise linear regression statistical methods were used in the data analysis. The sample consisted of 573 full-time and part-time undergraduate pre-service teachers from the Faculties of Education’s higher professional programmes in Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan. Data were collected between June 2021 and May 2022 and processed using IBM SPSS. The present research showed the significant importance of knowledge and skills about digital technologies and professional attitude towards digital tool factors for pre-service teachers’ future professional use of digital technologies. The demonstrated intention of the future use of digital technologies showed the readiness of pre-service teachers regarding the inclusion of digital technologies in pedagogical work. Opportunities for further research are in the implementation of focus groups after surveying pre-service teachers, as well as regular measurements and the inclusion of other important constructs in the regression model.

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Competence in Digital Interaction and Communication—A Study of First-Year Preservice Teachers’ Competence in Digital Interaction and Communication at the Start of Their Teacher Education

Cited by 12 publications

References 18 publications

The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

The development of e-module optical physics instruments based on Creative Problem Solving (CPS) for improving high school students' digital literacy

Exploring pre-service teachers’ ICT competence beliefs

Preliminary Results from Norway, Slovenia, Portugal, Turkey, Ukraine, and Jordan: Investigating Pre-Service Teachers’ Expected Use of Digital Technology When Becoming Teachers

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