Development of Digital Competence of Future Teachers of German as a Foreign Language at the University of Ljubljana

Abstract

In modern society, digital technology is becoming increasingly important and, at the same time, is experiencing a growing interest in the research landscape. Without digital technology, active participation in professional or private life is no longer imaginable. The European Union also takes this fact into account by establishing digital competence as one of the key competencies for lifelong learning (European Commission 2006, 2018). The development of digital competence and the use of digital technologies in the teaching-learning process also poses major challenges for teacher educators and future teachers, as teachers are expected to contribute to better teaching quality through the use of ICT while serving as role models for the next generations. On the one hand, teachers must have their own digital competence, and on the other hand, they should design lessons in such a way that learners also develop the necessary digital competence. Based on the relevant literature, it can be seen that the concept of digital competence has changed with the development of digital technologies. According to the survey, the course proved to be a successful dovetailing of theory and practise, enabling future teachers to acquire sufficient digital competence for beginners in both areas (learning and teaching). The selfassessment shows that they are able to plan and design lessons and integrate digital media into various learning processes. They can create collaborative learning opportunities and are able to promote self-directed learning. Future teachers will be able to communicate successfully using digital media. They are less digitally literate in the area of assessing learning outcomes. Although today's students belong to the generation of digital natives, they do not automatically have highly developed digital competence that they can easily apply in their professional lives, nor should it go unmentioned that digital competence varies widely among future teachers. For this reason, designing the course in the context of teacher training is more than necessary.

La competencia digital docente en educación secundaria: analizando la evidencia científica

“…Tan solo seis de ellos fueron escritos en solitario (Bautista, 2021;Falcó, 2017;Mosquera, 2021a;Mosquera, 2021b;Retelj, 2022;Salmieri, 2019). Mientras que tres fueron escritos por más de cinco, siendo el de R⊘kenes et al (2022), el trabajo que cuenta con un mayor número de autores, con un total de nueve.…”

“…Sin embargo, consideramos relevante subrayar que, cuando los estudios sí lo hacen, hay una predominancia del área de matemáticas (Gómez-García et al, 2020;ñizñiz et al, 2021;Trujillo-Torres et al, 2020;Vilchez y Ramón, 2022). Se puede encontrar, igualmente, presencia del área de ciencias (Moreno-Guerrero et al, 2021), música (Domínguez-Lloria y Pino-Juste, 2021; Guillén-Gámez y Ramos, 2021), historia (Gómez-García et al, 2020;Miralles-Martínez et al, 2019), educación física (Martínez-Rico et al, 2022) o el aprendizaje de idiomas (Retelj, 2022;Skevi et al, 2023;Wong y Moorhouse 2021), habiendo una propuesta que analiza diferentes asignaturas (Hjukse et al, 2020).…”

AI in higher education: Booster or stumbling block for developing digital competence?

“…Understanding what digital competence means evolves with the development of new technologies (Retelj, 2022). According to EC, the first adopted official definition implies that digital competence refers to the confident and critical use of Information Society Technology (IST) in the context of work, leisure, and communication (cp.…”

The Use of Digital Technologies for Learning Foreign Languages in Non-Linguistic Higher Education Institutions

“…The use of synchronicity of learning can also be implemented with the help of digital technologies, which contributes to the simultaneous solu on of tasks (RETELJ, 2022). It also promotes the exchange of acquired knowledge, which is especially important in the study of foreign languages for students of non-linguis c ins tu ons.…”