Digital Competence of a Teacher in a Pandemic

Issabayeva, Darazha; Rakhimzhanova, Lyazzat; Абдигапбарова, Улжаркын; Saira, Zhiyenbayeva; Manat, Zhumartov

doi:10.1109/iciet51873.2021.9419644

Cited by 16 publications

(8 citation statements)

References 10 publications

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“…(Digital Competence, 2021). An equally important innovative method for building ICT competencies of academic staff in the COVID-19 pandemic is the web quest as an independent exploratory activity aimed at achieving a goal by taking an Internet route, moving sequentially from one stage to the next (Darazha et al, 2021). The methodological basis of the web quest is active learning, setting the stage for students and learners to transform new information into new knowledge that they can use (Petrenko et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Formation of ICT competencies of scientific and pedagogical staff under conditions of the COVID-19 Pandemic

Tkach

Kurysh

Dobrovolskyi

et al. 2022

ijhs

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The article is devoted to the coverage of peculiarities of innovative technologies and methods of ICT competence formation of scientific and pedagogical staff under conditions of the COVID-19 pandemic. To implement this goal, the article presents the rationale, development, and experimental testing of various innovative methods of training using ICT. To assess the effectiveness of innovative methods and information and communication technologies in the formation of ICT competence of scientific and pedagogical workers in the conditions of the COVID-19 pandemic, the article applies theoretical and empirical methods which consist in processing professional literature and in surveying scientific and pedagogical workers of COVID-19 pandemic increase their ICT competence The following results were achieved: the confirmation that in the process of ICT competence formation a reliable result can be reached was obtained These methods represent a set of traditional educational and the latest information and communication tools and technologies, the use of which in the educational process occurs to intensify research and learning activities. The scientific novelty of the study is to demonstrate that the attitude of scientific and pedagogical staff to the use of ICT for professional development depends on access to the Internet, their competence, and motivation.

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Section: Resultsmentioning

confidence: 99%

Formation of ICT competencies of scientific and pedagogical staff under conditions of the COVID-19 Pandemic

Tkach

Kurysh

Dobrovolskyi

et al. 2022

ijhs

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“…According to (Cumming et al, 2017;Dagiene et al, 2008;Darazha et al, 2021;Levan et al, 2019;National Health System, 2018;Tomte, 2013), must understand digital competence from a holistic perspective that includes the knowledge and technological capabilities that must develop first at the higher education level, which a network of high complexity must also support in a technological but functional environment. This aspect has been highlighted by (Krumsvik 2014), which strongly affirms that new competencies and attitudes are needed in the current context.…”

Section: Resultsmentioning

confidence: 99%

Digital Literacy and Educators of Islamic Education

Eraku

Baruadi

Anantadjaya³

et al. 2021

e. i. j. pend. islm.

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From the teacher's approach to students to the use of media in learning, the learning process has changed dramatically in this digital era. Islamic Religious Education teachers must improve their competence due to the stigma that they are "old teachers" who have difficulty keeping up with developments in the world of information and technology in learning. The purpose of this research is to describe the competence of Islamic Religious Education teachers in the digital age. As a result, the study clearly discusses the competence of teachers and learning in the digital era, as well as the challenges, as well as the strategies of Islamic Religious Education teachers in overcoming the challenges of learning in the digital era. A literature review from several journals and related references was used to demonstrate how a teacher should be in the digital era. Teachers in the digital age must be able to use an information and communication technology-based learning approach to make it easier for students to follow because the information they receive from cyberspace is extremely fast. Finally, Islamic Religious Education teachers must improve their ability to use technology and information-based learning media in the classroom and move away from textbooks. So that the learning process achieves its objectives and provides students with numerous opportunities to develop their learning creativity.

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“…Moreover, it includes self-improvement, creativity, using, innovation, and the quality of life. It relates to instruction as well as to the ability to use tools and technologies, communication, and coordination, problem-solving, information management, cooperation, creation, and content sharing, and accumulating knowledge efficiently, appropriately, ethically, and reflectively for working, learning and communication [4], [40]. The Office of the Basic Education Commission specifies three digital competency levels for teachers: Basic digital competency, Intermediate digital competency, and Advanced digital competency.…”

Section: E Digital Teacher Competencymentioning

confidence: 99%

“…It includes professional interactions with learners, colleagues, and the educational community [3]. However, the need to facilitate learning in a digital environment and make use of digital devices presents a challenge for teachers in terms of their digital competency in professional learning management [4]. In addition, learning platforms are an essential aspect of the technology being increasingly used in teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

The Development of Virtual Professional Learning Community Platform with Experiential Design Thinking Process to Enhance Digital Teacher Competency

Srisawat¹,

Wannapiroon²

2022

IJIET

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In an era of digital transformation, technology has a strong influence on educational organizations. It is a huge challenge for teachers to deal with digital technology. A professional learning community platform integrated with technology is a powerful tool that can improve the digital competency of teachers to manage that challenge. The purpose of this research is to 1) develop a virtual professional learning community platform (VPLC platform) based on an experiential design thinking process, 2) to develop a training course for building digital teacher competency using an experiential design thinking process, and 3) to assess the digital competency of teachers using the VPLC platform in conjunction with the experiential design thinking process. Thirty teachers were selected by multi-stage sampling. The architectures used were the VPLC platform, the experiential design thinking process, and digital teacher competency. The research instrument was a digital competency assessment form for teachers with regard to the VPLC platform and an experiential design thinking process to enhance digital teacher competency. The findings revealed that 1) the VPLC platform model consisted of three components: 1) the VPLC platform, 2) the experiential design thinking process, and 3) digital teacher competency, brought together in four modules: 1) User management module, 2) Content management module, 3) Learner management module, and 4) Analytics management module and five processes: 1) Empathize the Concrete experience, 2) Define the Problem and Reflective observation, 3) Ideate the Abstract conceptualization, 4) Prototype, and 5) Test and Evolution and Active experimentation. The overall result of the quality of a training course in building digital teacher competency with an experiential design thinking process was at the highest quality value (Mean= 4.90, S.D.= 0.31). 3) The overall resulting digital competency of teachers was at the highest level (Mean= 4.80, S.D.= 0.40).

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Digital Competence of a Teacher in a Pandemic

Cited by 16 publications

References 10 publications

Formation of ICT competencies of scientific and pedagogical staff under conditions of the COVID-19 Pandemic

Formation of ICT competencies of scientific and pedagogical staff under conditions of the COVID-19 Pandemic

Digital Literacy and Educators of Islamic Education

The Development of Virtual Professional Learning Community Platform with Experiential Design Thinking Process to Enhance Digital Teacher Competency

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