Educating Teachers for the New Millennium? - Teacher training, ICT and digital competence

Tømte, Cathrine

doi:10.18261/issn1891-943x-2015-jubileumsnummer-10

Cited by 38 publications

(16 citation statements)

References 13 publications

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“…A clear and unique definition of the term digital competence does not exit (Park et al, 2020 ), as its terminology is affected and continuously developed by technological changes (Tømte, 2013 ). Although there is no such consensus, such development is necessary to transform information into knowledge and to work as part of a society with a digital environment (Marimon-Martí et al, 2022 ).…”

Section: Theoretical Framework and Related Studiesmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

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The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17,301 students from Chile (Latin America) were utilized. A questionnaire composed of a total of 30 items, classified into five endogenous and exogenous dimensions through a causal model, adapted from the works of Gutiérrez-Castillo (Estudio de la competencia digital del alumnado de educación superior. Un análisis de las titulaciones de grado de educación infantil y primaria en la comunidad autónoma de Andalucía. [Tesis doctoral inédita]. Universidad de Sevilla, 2017), Gutiérrez-Castillo & Cabero (Profesorado, Revista De Currículum Y Formación Del Profesorado 20:180–199, 2016) and Gutiérrez-Castillo et al. (Espacios 38:16, 2017), was administered via online to the students. The results showed statistically significant differences in digital competence, as a function of repeating an academic year or not, with better scores for the latter. Also, factors such as the number of digital resources utilized for the teaching–learning process, the previous preparation for managing their studies, as well as the level of education of the parents, mainly the father, significantly had an influence on both types of students. This study highlights the importance of the development of an adequate digital competence which has an influence on the learning of the students and their posterior class promotion.

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Section: Theoretical Framework and Related Studiesmentioning

confidence: 99%

Digital Competence of Higher Education Students as a Predictor of Academic Success

Cabero‐Almenara

Castillo²,

Guillén‐Gámez³

et al. 2022

Tech Know Learn

View full text Add to dashboard Cite

show abstract

“…In addition, it is stated that these skills to be gained in the field of education are among the essential competencies that are deemed necessary for economic and social development as a society (Hatlevik & Christophersen, 2013 ). Therefore, to develop digital competencies in education and to be supported by governments, new policies are being developed all over the world and policies continue to be updated depending on technology development (Carretero et al, 2017 ; Tomte, 2013 ).…”

Section: Digital Competencementioning

confidence: 99%

Developing a digital competence scale for teachers: validity and reliability study

Gümüş

Kukul

2022

Educ Inf Technol

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Teachers’ digital competence is very significant in terms of integrating digital technologies into the education process. This study aims to develop an up-to-date scale that can determine the digital competencies required for teachers to acquire new skills that arise with the change and development of technology and use them in educational environments. A total of 695 teachers participated in the study. Exploratory and confirmatory factor analyses were used to examine the construct validity of the scale. To assess the discrimination index of the items, the lower 27% and upper 27% groups were determined, and the differences between the groups were examined. Internal consistency coefficients were calculated for the reliability analysis. According to the results of the analysis, the developed scale consists of six factors and 46 items, and the Cronbach Alpha coefficient of the entire scale is 0.975. The factors were identified as “Safety,“ “Data Literacy,“ “Problem Solving,“ “Digital Content Creation,“ “Communication and Collaboration,“ and “Ethics,“ respectively, according to the content of the items. When compared with the DigComp 2.1 framework developed by the European Union, it was determined that the ethical factor emerged differently in this study. As a result, it can be said that the Digital Competency Scale for Teachers is a valid and reliable scale that can be used to measure teachers’ digital competencies.

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“…For instance, modeling is an effective motivator for preservice teachers to integrate technology into their own teaching practices because observing a teacher using technology has proven to positively impact preservice teachers (Haydn & Barton, 2007). Another important implication is bridging the theory-practice gap; whereas rather than simply aiming to improve tool-based knowledge, the conceptual or theoretical knowledge should in fact be linked to practical applications (Tømte, 2015). As Uerz et al (2018) stated, to improve preservice teachers' digital competencies, teacher educators need to do more than just model technology usage but need to use technologies in constructive ways when teaching course content (Koehler et al, 2013).…”

Section: Strategies Used To Improve Digital Competencies Of Preservic...mentioning

confidence: 99%

The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

FİLİZ

Kurt

2022

Journal of Educational Technology and Online Learning

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Developing the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers’ digital competencies and innovativeness. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers’ digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study’s results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers’ digital competencies and innovativeness.

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Educating Teachers for the New Millennium? - Teacher training, ICT and digital competence

Cited by 38 publications

References 13 publications

Digital Competence of Higher Education Students as a Predictor of Academic Success

Digital Competence of Higher Education Students as a Predictor of Academic Success

Developing a digital competence scale for teachers: validity and reliability study

The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

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