Digital competence of teachers in the use of ICT for research work: development of an instrument from a PLS-SEM approach

Abstract

All spheres of our life are being affected using technology, particularly its integration in the research processes carried out by teachers. The success of the integration of specific digital resources in research work can be affected by several factors, such as: digital skills for finding information, managing it, analyzing it, and communicating results; digital flow; anxiety in the use of ICT; digital ethics; quality of digital resources; and finally, the behavioral intention to integrate ICT. The purpose of this study is to examine the factors that influence the integration of ICT in the research process of the Higher Education teacher, and the relation between them. An online survey was used to collect data, and 1740 participants. This study used a causal model through partial least squares structural equations modeling (PLS-SEM). With this, the hypotheses established between the integration of ICT and its possible incident factors were verified. The findings revealed a significant influence path from factor integration to digital skills, ethics, flow digital, and behavior intention. Although, resource quality and ICT anxiety had significant effects on the causal model, they did not have a large impact on teachers’ integration of digital resources. The total of these factors corresponded to 48.20% of the variance in the integration of the researcher of the specific digital resources to be used in the research process. These results confirm that this model is effective in explaining the technological integration of teachers to use ICT in research work.

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

“…1 was shown, the study built and analyzed a structural equation model, which revealed that ICT attitude, ICT skills, and data literacy had significant positive correlations on digital teaching competence. Previous studies constructed models, confirming some factors influencing teachers' digital teaching competence, such as attitude (Scherer et al 2019;Huang and Liaw, 2005), skills (Guillén-Gámez et al 2023;Kaarakainen et al 2018;Knezek and Christensen, 2016), gender, age (He et al 2023) and so on. Therefore, we focused on exploring the endogenous factors, including attitude and skills, combined with data literacy, which is rarely explored in prior studies but proven to be necessary for teachers.…”

Competencia digital en labores de Investigación: predictores que influyen en función del tipo de universidad y género del profesorado de Educación Superior

“…Con el propósito de medir las competencias digitales del profesorado en labores de investigación, fue utilizado el instrumento elaborado por Guillén-Gámez et al (2023). Ello estaba compuesto por un total de 7 dimensiones a través de un modelo causal: D1habilidades digitales para buscar información, gestionarla, analizarla y comunicar los resultados; D2-Ética digital en investigación digital; D3-Flow Digital en labores de investigación; D4-Ansiedad hacia el uso de recursos TIC para investigar; D5-Calidad de los recursos TIC relacionados con la investigación; D6-Intención de usar las TIC para labores de investigación; D7-Integración recursos TIC para investigar.…”

“…In order to measure teachers' digital competences in research work, the instrument developed by the authors (Guillén-Gámez et al, 2023). This was composed of a total of 7 dimensions through a causal model: D1-Digital skills to search, manage, analyse and communicate the results; D2-Digital ethics in digital research; D3-Flow Digital in research work; D4-Anxiety about the use of ICT resources for research; D5-Quality and availability of ICT resources related to research; D6-Intention to use ICT for research work; D7-Integration of ICT resources for research.…”

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

“…Among the many critical processes related to the use of digital educational technology (edtech), one area has emerged with relation to the digital competence of in-service teachers and pre-service teachers [5,7]. This is the ICT proficiency of teachers, which is now regarded as a critical factor in the likelihood of success of the digitalisation of education at different levels [8,9]. Teacher digital competence has now become as important as competence in the use of analogue teaching resources [10].…”