Digital literacy and e-learning experiences among the pre-service teachers data

Tomczyk, Łukasz

doi:10.1016/j.dib.2020.106052

Cited by 18 publications

(21 citation statements)

References 5 publications

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“…However, this study is not by the findings of Effendi, Bustanur and Mailani (2019), they proved no effect of digital media literacy on student achievement in the Islamic Religious Education study program at the Islamic University of Kuantan Singing. This condition is in line with the findings of Tomczyk (2020), who researched issues related to digital literacy for 450 teachers. The results show different matters associated with the digital literacy of pre-service teachers.…”

Section: Discussionsupporting

confidence: 88%

“…Another study conducted by Goldfarb (2018) proved that intrinsic motives rank higher in influencing career choice than extrinsic motives. Tomczyk (2020) researched digital literacy among teacher candidates in 2019. He studied issues related to digital literacy self-evaluation using text editors, spreadsheets, and presentation and graphics software.…”

Section: Introductionmentioning

confidence: 99%

“…As the main issue, another research was conducted at the Pedagogical University of Cracow, one of the largest Polish universities that train Education staff. Four hundred fifty teachers show different issues related to the digital literacy of pre-service teachers (Tomczyk, 2020). Prior, Mazanov, Meacheam, Heaslip and Hanson (2016) studied how digital literacy and attitude affect students' confidence in online learning.…”

Section: Introductionmentioning

confidence: 99%

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The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Soeprijanto

Diamah

Rusmono

2022

J. Technol. Sci. Educ.

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This study aimed to determine the direct and indirect effects of digital literacy, self-awareness, career planning on student achievement of prospective teachers of education and technical and vocational training (TVET). This type of research is ex post facto with quantitative data. The method used was comparative causal differential with path analysis. The problems posed are (1) whether there is a direct effect of digital literacy, self-awareness, career planning on learning achievement, and (2) whether there is an indirect effect of digital literacy and self-awareness on learning achievement. The results showed that (1) Digital Literacy and Self Awareness directly affect Career Planning by 42.8%. (2) Taken together, digital literacy, self-awareness, and career planning directly affect student learning achievement. The effect of these three variables reached 50.9%. (3) The direct effect of digital literacy and self-awareness on learning achievement tends to be dominant compared to the indirect effect through Career planning. The total effect of digital literacy on learning achievement is 0.33, with details of the direct effect of 0.263 and the indirect effect of 0.068 through career planning. The total effect of self-awareness on learning achievement is 0.4809, with further information of the direct effect of 0.345, and the indirect effect of career planning is 0.1359. Research recommendations need to be expanded by adding respondents and job literacy variables among prospective TVET teacher students as independent variables.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Soeprijanto

Diamah

Rusmono

2022

J. Technol. Sci. Educ.

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“…Studies show that modern teachers find it difficult to self-assess the level of formation of digital pedagogical competencies, although they have experience in implementing elements of distance learning (Tomczyk, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Digital Pedagogical Competencies of Physical Education Teachers

Kovalevskaya

Kolbasova

Mititsina

2021

SIE

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The global COVID-19 pandemic has changed the education system. The use of modern information technologies in the educational process and the introduction of distance learning are becoming more and more relevant. These requirements began to apply to academic disciplines, which a priori are difficult to teach online, in a quarantine situation. Physical education is such a discipline. Requirements for teachers are increasing. The teacher must have digital pedagogical competencies in order to successfully teach this academic discipline in modern conditions. The purpose of this pilot study was to determine the level of formation of digital pedagogical competencies among physical education teachers working in institutions of higher and secondary vocational education. The research is based on the European model Digital Competence of Educators (DIGCOMPEDU). A questionnaire for identifying the formation of digital pedagogical competencies was developed on the basis of this model and tested in this study. Teachers were asked to assess, on a 5-point scale, the level of skills and experience in the application of information technologies in the educational process and in the organization of distance learning, as well as to provide specific resources with which they work.44 teachers of physical education from Pskov State University, College of Pskov State University and Velikie Luki State Academy of Physical Culture and Sports took part in this study. It was found that most of all physical culture teachers have formed the ability to work with search engines and knowledge in the field of information security. The skills to produce and use video and graphics content are the least developed. Also an important problem is the lack of experience in the implementation of distance learning among physical education teachers.Groups of teachers with different levels of formation of digital pedagogical competencies were identified using cluster analysis. Five such levels have been identified.The conducted research determines the problem that physical education teachers lack competence in the field of information technologies and their implementation in the educational process even with a mixed form of education (full-time form with elements of distance learning).

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“…The comfort friendly feature in these tools position them to be the target tool for communication in learning process despite its few weaknesses. In learning English language, telegram and WhatsApp as social media tool is counted the most effective way in relating the interaction between teachers and learners [4], [5], [6], [7] Regarding the learning of English language particularly English reading in secondary schools during the pandemic, some challenges are faced by teachers of English in developing countries. English language teaching as foreign language in most Asian countries and no exception Indonesia can be said as one of challenging subjects to teach and it is even harder for teacher of English during pandemic in teaching it.…”

Section: Proceeding Of Annual Seminar On English Language Studiesmentioning

confidence: 99%

Telegram App in E-learning of English Reading: Impact on Students’ Reading Ability and Its Efficacy

Ammade¹,

Khairil²,

Khatimah³

2021

asels2021

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Telegram is a messaging application which offers fast and reliable messaging and calls, and it has specific feature as a cloud-based messenger with seamless sync. During COVID-19 pandemic, telegram contributes big support in continuing teaching learning process. In this paper, telegram contribution in assisting E-learning of English reading will be revealed, particularly the impact on reading ability and its efficacy on learning. Pre-experimental method was the chosen research design in the research. The research location was at SMP Muhammadiyah Parepare and took 14 sample fromthe third-grade students which was chosen using accidental sampling. The data was gathered using reading test of narrative text to knowthe impact of telegram on students’ reading ability, and questionnaire was distributed to get data on telegram’s efficacy on students learning of English reading. Thus, it was analyzed using quantitative analysis. Based on the reading test, it was found in pre-test that students’ reading skill can be categorized fair based on national education standard 2018 as the average students’ reading score was 61. Therefore, the assistance of telegram in accommodating the learning during pandemic is assumed helpful in boosting students’ learning on English reading. The results of the data analysis on reading test showed that telegram application can support the students’ learning on English reading. It is indicated by the scoring gap between pre-test and post-test. Regarding the data from questionnaire through google form, the students agreed that telegram is effective and has benefits in helping students’ English reading.

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Digital literacy and e-learning experiences among the pre-service teachers data

Cited by 18 publications

References 5 publications

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

The effect of digital literacy, self-awareness, and career planning on engineering and vocational teacher education students’ learning achievement

Digital Pedagogical Competencies of Physical Education Teachers

Telegram App in E-learning of English Reading: Impact on Students’ Reading Ability and Its Efficacy

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