Lecturers’ Competencies in Information and Communication Technology (ICT) for Effective Implementation of ICT-Integrated Teaching and Learning in Textiles and Clothing Degree Programmes

Dzikite, C.; Nsubuga, Yvonne; Nkonki, Vuyisile

doi:10.1080/09751122.2017.1305756

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…All of them obtained scores associated between basic and intermediate level (A2-B1). These results are similar to those found by Dzikite et al (2017) and Ojeniyi and Adetimirin (2016) which stated that teachers used to have low digital competence, not in accordance with the objectives to be achieved set by the emerging technologies of the Horizon reports (Alexander et al 2019) whose digital teacher competence is the key to training future graduates for the professions of the twenty-first century (Olszewski and y Crompton 2020).…”

Section: Discussionsupporting

confidence: 85%

“…The importance of measuring professors' digital competencies has gained importance in the last few years in the field of education research, resulting in the appearance of different research studies on the subject (Rodríguez-García et al 2019a). Their study and analysis is important, as educators tend to have a low digital competence (Dzikite et al 2017;Ojeniyi and Adetimirin 2016). Nevertheless, there are few studies that jointly analyze and compare the DCE in each of the fields of knowledge where the professors are ascribed to, with the aim of establishing specific training actions that are adapted to the professional context within which the professors develop their academic work.…”

Section: Introductionmentioning

confidence: 99%

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Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

et al. 2021

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The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

et al. 2021

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“…Lim (2015) discusses how the design and implementation of core teacher education courses develop the preservice teacher information communication technology (ICT) in educational competencies at universities in China. Dzikite (2017) explores the extent of lecturers' competencies in ICT support the effective implementation of ICT integrated teaching and learning and reveals that lecturers have basic skills to operate digital technology such as spreadsheets. Most lecturers cannot use other ICTs such as blogs in their teaching.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Pre-Service Teachers ICT’s Competencies in Papua

Betaubun

2021

AIJP

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This research analyzes the ICT Competencies of Pre-services Teachers in Papua, including the Region of Sorong, Merauke, Jayapura, and Manokwari. This research aims to discover the students of Teachers' Training Faculty spread in Papua competencies on ICT. The measurement of ICT competencies is carried out using a model developed by Tondeur for preservice teachersusing questionnaires that consisted of 19 items. Questionnaires were distributed to Papua Region covering Jayapura and Merauke, West Papua region covering Sorong and Manokwari. Sixty-eight respondents became the data in this study. Data were analyzed using XL Stats to find the mean and standard deviation. The findings in this study were; the low competencies were found on Papuan Indigenous Pre-service teachers, and the high competencies were found in science discipline compared to non-science in Papua and West Papua Indonesia. The low ability of native Papuan students in managing information in the digital world is indicated by the lack of awareness of preservice teachers in developing a sense of responsibility in using ICT as a communication medium and activities involving ICT use.

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“…A challenge may arise in the case where teachers have not received sufficient digital training, through innovative teaching methodologies focused on pedagogical-technological issues in the context of higher education institutions, aimed to meet the demands emerging in their practice (Adetimirin, 2019;Cela-Ranilla et al, 2017), so highlighting they have on a low level of ICT skills (Arancibia, Valdivia, Araneda, & Cabero, 2017;Dzikite, Nsubuga, & Nkonki, 2017;Guillén-Gámez, Mayorga-Fernández, & Del Moral, 2020a;Mercader, 2019;Ojeniyi & Adetimirin, 2016;Prendes & Castañeda, 2010). This limited training is partly attributable to the fact that training has focused on issues related to technical-instrumental management and not on integrating ICT into didactic-curricular practice (Llorente, 2008).…”

Section: Introductionmentioning

confidence: 99%

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Guillén‐Gámez

Mayorga-Fernández

Ramos

2020

CONTEMP EDUC TECHNOL

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The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and sociallegal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.

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Lecturers’ Competencies in Information and Communication Technology (ICT) for Effective Implementation of ICT-Integrated Teaching and Learning in Textiles and Clothing Degree Programmes

Cited by 19 publications

References 7 publications

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

A Survey of Pre-Service Teachers ICT’s Competencies in Papua

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

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