Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework

Muammar, Suadad; Hashim, Kamarul Faizal; Panthakkan, Alavikunhu

doi:10.1007/s10639-022-11296-x

Cited by 21 publications

(17 citation statements)

References 22 publications

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“…Several researchers have highlighted the importance of DigCompEdu in evaluating and enhancing the digital competence of educators [14,15]. The DigCompEdu framework has been recommended as a common reference for European initiatives and policymaking concerning educators' digital competence across the European Union [16].…”

Section: Digital Competence Frameworkmentioning

confidence: 99%

The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age

Kiryakova,

Kozhuharova

2024

Education Sciences

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The digital transformation of society is a reality. Technology is becoming integral to people’s daily lives and children are growing up in the digital age. The education systems have to reflect and adapt to the new digital reality to effectively engage and prepare students for the future. Teachers have to possess digital competences at a high level, meaning that they are successfully able to use digital tools and technologies in their teaching practices. Digital competences include digital literacy, experience using educational software and platforms, and the ability to seamlessly integrate information and communication technologies (ICT) into the organization of educational activities. The current paper aims to study the opinion of teachers in Bulgarian schools regarding the possibilities of using digital technologies to achieve educational goals and the extent to which teachers integrate digital tools in their teaching activities. Teachers’ opinions about the need for specific digital competences are important. The results of the survey show that teachers in Bulgaria actively use digital technologies in their daily teaching activities (84.8%) in order to create and provide learning content to students and to provoke their active participation, and is a convenient tool for evaluating their students’ knowledge and skills and for providing effective feedback. The conducted research also identifies the necessary competences that teachers of the digital generation of learners need—skills and competences for developing authored electronic resources in various formats for students with different learning styles, as well as for working in online environments—individually and collaboratively with other teachers.

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Section: Digital Competence Frameworkmentioning

confidence: 99%

The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age

Kiryakova,

Kozhuharova

2024

Education Sciences

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“…works propose a quantitative methodology for the definition of tests or questionnaires, where the most commonly used framework is DigCompEdu [17,[41][42][43][44][45][46]. These authors share the goal of creating a tool capable of assessing teachers' digital competence, as defined in the European framework DigCompEdu [11].…”

Section: European Framework For the Digital Competence Of Educators: ...mentioning

confidence: 99%

Automated Monitoring of Human–Computer Interaction for Assessing Teachers’ Digital Competence Based on LMS Data Extraction

de-Torres,

Canaleta,

Fonseca

et al. 2024

Sensors

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The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching–learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers’ interaction with computer technologies in education. Different authors have presented assessment methods for teachers’ digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers’ digital competence evaluation process based on monitoring metrics obtained from teachers’ interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher’s competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher’s profile and planning educational actions to improve these competencies.

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“…In addition to becoming digitally literate, teachers should also encourage their students' digital competence and take advantage of digital technologies' potential to improve and innovate teaching . Teachers must maintain their digital literacy to search for information, gather it, and analyze it critically, as well as to create tools and use a range of web-based services (Muammar et al, 2023). With this, teachers were ready for online learning regarding computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Quantifying the Impact of Teachers Instructional Practice and ICT Technology Integration on Teachers Readiness Level in the 21 st Century

D. Ainin, MAED,

M. Bauyot, PhD

2024

IJRP

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As the landscape of education evolves rapidly in the 21st Century, the teachers' instructional practice and ICT technology integration emerge as crucial components in shaping teachers' readiness. Reports from the Basic Education Report (BER) 2023 underscored pervasive issues with technology access, integration, and teacher capacity, readiness in these areas which prompted the researchers to conduct a study to determine the influence level of indicators on future-ready teachers in elementary and secondary education. The study attempted to assess the influence of teachers' instructional practice and ICT technology integration on teachers' readiness in the 21st century with innovative plans for education using quantitative methodologies. A quantitative correlational design was employed with a total number of 200 elementary and secondary public school teachers through universal sampling. It utilized adapted instruments to assess the teachers' readiness in the 21st century. The gathered data was statistically analyzed through SPSS using mean, Pearson r and multiple regression. The study uncovered that the level of teachers' instructional practice, ICT technology integration and teachers' readiness in the 21st Century were very high. A significant relationship existed between teachers' instructional practice, ICT technology integration and teachers' readiness in the 21st century. It was found that the teachers' instructional practice, ICT technology integration positively influenced the teachers' readiness in the 21st century. Recommendations include professional development, teacher readiness assessment, practices for effective teaching and the integrated Project Integrated Learning for Engaging and Real-World Needs (iLearn) to develop teachers' readiness. This research is crucial in equipping teachers to be well-prepared on the demands of teaching skills in the 21st century.

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Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework

Cited by 21 publications

References 22 publications

The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age

The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age

Automated Monitoring of Human–Computer Interaction for Assessing Teachers’ Digital Competence Based on LMS Data Extraction

Quantifying the Impact of Teachers Instructional Practice and ICT Technology Integration on Teachers Readiness Level in the 21 st Century

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