Evaluation of ICT Competencies

Tristán-López, Agustin; Ylizaliturri-Salcedo, Miguel Angel

doi:10.1007/978-1-4614-3185-5_26

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…Moreover, the authors stressed the importance of information processing and communication skills as crucial factors. These conceptualizations align with the common understanding of what information and communication technology (ICT) refers to: Toomey (2001) proposes that ICT "relates to those technologies that are used for accessing, gathering, manipulating and presenting or communicating information" (in Lloyd, 2005, p. 3). In this sense, ICT does not only include specific hardware but also software applications and connectivity (e.g., Internet, local networks) to enact these skills.…”

Section: Conceptualizing Teachers' Perceived Usefulness Of Ict For Tementioning

confidence: 91%

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

Scherer

Siddiq

Teo

2015

Computers & Education

173

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Section: Conceptualizing Teachers' Perceived Usefulness Of Ict For Tementioning

confidence: 91%

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

Scherer

Siddiq

Teo

2015

Computers & Education

173

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“…Articles were searched for with the following search terms in the title, keywords, and abstracts: “ICT competency” or “ICT literacy” or “digital literacy” or “information literacy” or “computer literacy” or “technology literacy” and “assessment.” The second to fifth listed here were included because they are subfields of ICT competency (Tristán-López & Ylizaliturri-Salcedo, 2014 ).…”

Section: Methodsmentioning

confidence: 99%

“…Specifically, the authors combined media and information literacies into an umbrella term that covers digital literacy. From the same perspective, Tristán-López and Ylizaliturri-Salcedo ( 2014 ) claimed that digital literacy and other concepts, such as information and computer literacies, are subcomponents of ICT competency, which is considered a blanket term. Alternatively, other authors have refrained from linking these associated constructs to establish a class relation, and this perception may be reasonable because the concepts above share similarities (e.g., Hatlevik et al, 2015 ), which we discussed in the previous section.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Tools for assessing teacher digital literacy: a review

Nguyen

Habók

2023

J. Comput. Educ.

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With the rapid advancement of technology, digital literacy has become a key component in educators’ professional development. A wide range of assessment tools has been developed to measure teacher digital literacy; however, there has been no previous attempt to systematically synthesize and scrutinize those tools to improve evaluation of this ability among educators. The current study reviews literature on instruments that assess teacher digital literacy with the purposes of ascertaining the main aspects of it that recent researchers focus on in their evaluation, instrument types used for assessment, and the reliability and validity report, as well as the frameworks or models used to design assessment tools. The review selected 33 English-language publications in the field of educational technology from peer-reviewed journals indexed in the Education Resources Information Center (ERIC), Web of Science, and Scopus. The study period spanned from 2011 to 2022 with the objective of reviewing the tools used to assess teacher digital competence. The major findings demonstrate that scholars focus on digital competence in teachers’ use of educational technology, teaching and learning, professional development, and support for learners through digital competence. Other researchers emphasize the ability of educators to apply technology to the assessment of learner outcomes or to empower students in using technology to enhance learning. Additionally, self-evaluation instruments are common, whereas a few studies promote subjective evaluation in combination with objective assessment to provide a comprehensive understanding of teacher digital competence. The results form the basis for several recommendations for future research for the further examination of teacher digital literacy.

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“…While the negative effects of digital technologies have been reported by several researchers (García-Jiménez et al, 2018;Herodotou, 2018;Stevens & Muslow, 2006;Teichert, 2020aTeichert, , 2020bTeichert et al, 2021;Tristán-L opez & Ylizaliturri-Salcedo, 2014), insufficient research evidence is available to conclude that the negative effects of digital technologies outweigh its positive effects. Indeed, although few scholars examined both the negative and positive effects of digital technologies, there is broad agreement that F I G U R E 1 0 Age ranges of children reported in the reviewed studies.…”

Section: The Impact Of Home Digital Literacy Practices On Young Child...mentioning

confidence: 99%

The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review

Soyoof,

Reynolds,

Neumann

et al. 2023

Computer Assisted Learning

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BackgroundIn today's society, a growing body of literature attests to the importance of young children's early digital literacy skills in their home environments and how acquisition of these digital literacy skills relates to their future learning and digital literacy.ObjectivesResearch on young children's digital literacy practices at home was reviewed to explore the positive and negative influences on early learning. This is important due to the children's rapid uptake of online digital technologies over the past decade.MethodsPeer‐reviewed research articles on home digital literacy practices of children (aged 0–8 years old) published between 2010 and 2021 from four education databases were carefully selected based upon pre‐determined criteria and examined using content analysis.Results and ConclusionA high proportion of studies (29 of the 31; 93.5%) demonstrated significant benefits of young children gaining a range of skills, including digital operational, early literacy and language, socio‐emotional, and STEM, through the use of digital technologies at home. Five of the 31 (16.12%) studies reported negative effects of digital technologies in the home context, including distraction, aggressive behaviour, and false self‐confidence. Tablets and smartphone use gained greater momentum in the home context, especially between 2015 and 2021, and there was a positive shift in parental mediation, family involvement, and the children's home digital literacy practices.ImplicationsBy leveraging children's acquisition of digital literacy skills in the home and taking into account the sociocultural context, we can enhance young children's preparation for the future and provide opportunities for skill development across various learning domains.

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Evaluation of ICT Competencies

Cited by 7 publications

References 12 publications

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

Tools for assessing teacher digital literacy: a review

The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review

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