Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Prieto, Jesús Sánchez; Torres, Juan Manuel Trujillo; García, Melchor Gómez; García, Gerardo Gómez

doi:10.3390/ejihpe11030054

Cited by 13 publications

(10 citation statements)

References 29 publications

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“…Professionals with training in virtual learning resources had better acceptance and adherence to these technologies, highlighting the relationship of educators' education with the level of approval and engagement to ICT use. This finding agrees with a study conducted with teachers in Andalusia, which identified that previous training in ICT is a determining factor in establishing substantial knowledge about digital tools, as well as in problem-solving (Sánchez-Prieto et al, 2021) .…”

Section: Discussionsupporting

confidence: 92%

The use of technologies by university professors

Aquino

Silva²,

Simonian³

et al. 2022

RSD

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The need to change from the traditional teaching model to the virtual one due to the social isolation leads to discussions about maximizing the use of Information and Communication Technologies (ICT) in education. This study aimed to evaluate the profile of the use of technologies in education and the acceptance and resistance to the use of ICT by faculty members in higher education in health during the COVID-19 pandemic. This study is a quantitative observational cross-sectional study, carried out from March to December 2020, with the universe of investigation being all the teachers linked to the undergraduate level courses in the health area of a higher education institution. The results show that of all the professionals surveyed (n = 248), 46.4% (n = 115) had already had access to knowledge or some training in ICT. When comparing data from before and during the pandemic, we observed a significant increase in the indicators of teachers' experience in remote classes (from 5.2% to 72.2%), knowledge about virtual learning resources (from 8,1% to 60.9%), consideration of the importance of knowledge about ICT (from 46.4% to 98.4%) and training in the area (from 19.4% to 55.7%), besides the reduction in the level of difficulty of teachers regarding the change from the traditional model to the technological one (from 26.6% to 3.6%). We conclude that most teachers improved their acceptance of ICT use during the pandemic. The transition from the traditional to the virtual model positively impacted this process.

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Section: Discussionsupporting

confidence: 92%

The use of technologies by university professors

Aquino

Silva²,

Simonian³

et al. 2022

RSD

View full text Add to dashboard Cite

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“…All this with the sole purpose of improving the level of competence in the reflective development that is done with each student and achieve a quality of teaching in university students. Therefore, it is suggested to continue with the permanent training in digital competencies to obtain a sustainable education [32].…”

Section: Discussionmentioning

confidence: 99%

“…The effect of digital competencies during these two years has revolutionized society, especially education at all levels, achieving the adaptation of teachers to the process of having digital competencies, but there is still that deficiency of ICT by teachers to some applications, resulting in a low level of digital competence in teachers, to resort to continuous training in digital skills and to provide a sustainable and quality education with their students [32], these digital skills led to measure the preferences and domains in students and teachers resulting that ICT are very beneficial for students [33], because the quality of teaching is on the right track thanks to open access applications [34] and ICT that are enabling teachers to provide education with the highest quality. The graduates of this year have a higher adequate level compared to others to face the working world with digital competencies [35], it is so due to the presence of Covid-19 have radical changes also revealing a humanitarian crisis in modern history, whose approach to leadership, management and administration were developed significantly [36].…”

Section: Introductionmentioning

confidence: 99%

Level of Digital Teaching Competence on the Verge of the Post Pandemic

Huamán-Romaní¹,

Choque²,

Maquera-Flores

et al. 2022

Int. J. Emerg. Technol. Learn.

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With the arrival of Covid-19, education at all levels had a 180° turn so our research has as its main objective to describe the level of digital competence in teachers after having experienced two years with digital competencies which will be evaluated by students, this research is descriptive, cross-sectional and correlational with a quantitative approach, with a sample of 1045 students from state and private universities who participated in the online survey, an evaluation instrument was used with 21 questions divided into 6 parts, resulting in Cronbach's Alpha optimal for its application in the Peruvian context, analyzing with different statistical tests resulting in significant values such as Bartlett's sphericity with Chi-square approximation (35573, 691) with gl. 210 and value of Sig. .000, in the Kaiser-Meyer-Olkin test (0.975) and with the goodness of fit test with the Chi-square 5922,091 with gl 189 and value of Sig. .000. Concluding that they should continue with the training to be updated and be prepared for any future event.

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“…These gaps concern both the access to digital equipment and tools and the opportunities to develop the necessary competences to navigate in the digital environment [39]. One example of this digital divide is the lack of digital skills that many teachers still reveal, which is overcome by increased teacher training in this dimension, thus fostering sustainable educational development [77]. Thus, teacher training in both digital technologies and sustainability are paramount to empower teachers and provide them with the knowledge and tools that allow them to fully take on their role as vehicles of social change in sustainable development [5,10,72,74,78].…”

Section: Ambient Intelligencementioning

confidence: 99%

Citizen Science in the Promotion of Sustainability: The Importance of Smart Education for Smart Societies

Sá¹,

Serpa

Ferreira

2022

Sustainability

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Digital society is already a reality and is increasingly shaping many aspects of social, economic and political life, among other aspects. The concept of Society 5.0 is a proposed form of a possible political nature to fulfil this digital society through a super-smart society. Based on document analysis of articles and books on this topic, this conceptual paper aims to critically discuss some aspects of Society 5.0, such as the dimensions of digitalization and sustainability. It is concluded that Society 5.0 is not an inevitability, and that the transformations it entails, as well as its advantages, also have challenges and limitations that should be considered, such as the risk of reproducing old forms of micro, meso and macrosocial inequalities within each country and between countries and regions, and, at the same time, creating new forms of social, cultural, economic and political inequalities, among others. A critical spirit seems to be necessary in the follow-up of this Society 5.0 and for which citizen-science logic, in an interdisciplinary way, can potentially provide tools for previous and prospective analysis of its implementation. We justify the need for smart education in these smart societies as a way of contributing to responding to the pressing problem of sustainability. It is smart education in and for a super smart society.

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Incident Factors in the Sustainable Development of Digital Teaching Competence in Dual Vocational Education and Training Teachers

Cited by 13 publications

References 29 publications

The use of technologies by university professors

The use of technologies by university professors

Level of Digital Teaching Competence on the Verge of the Post Pandemic

Citizen Science in the Promotion of Sustainability: The Importance of Smart Education for Smart Societies

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