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

Huamán-Romaní, Yersi-Luis; Choque, Freddy Carrasco; Maquera-Flores, Edwing-Alcides; Guillermo, Juan Carlos Lázaro; Huallpa, Federico Kuaquira

doi:10.3991/ijet.v17i14.31039

Cited by 10 publications

(10 citation statements)

References 35 publications

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“…This situation results in rapid changes, which prevent or limit the teaching staff from acquiring the necessary skills to effectively conduct classes during a digital transformation. This problem is not new, but it has been occurring due to the lack of training for teachers in virtual competencies [30][31].…”

Section: Discussionmentioning

confidence: 99%

Effect of Virtual Education on Academic Performance Generated by COVID-19

Rubio-Rodríguez,

Flórez Guzmán,

Palma-Cardoso

et al. 2024

Int. J. Interact. Mob. Technol.

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The aim of this research is to analyze the impact of implementing virtual education on the academic performance of primary and secondary school students in a private school in Ibagué, Colombia, during the COVID-19 pandemic crisis. The survey was administered to 183 parents and nine teachers at the school as a data collection technique for the study. The research results revealed that the school maintained its quality in conducting virtual classes at the elementary and high school levels. Similarly, the students’ performance was maintained compared to the previous year of the pandemic. As a conclusion, it has been determined that the school directors’ implementation of the virtual education model and the capabilities of the teaching staff were successful in maintaining the quality of education during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Effect of Virtual Education on Academic Performance Generated by COVID-19

Rubio-Rodríguez,

Flórez Guzmán,

Palma-Cardoso

et al. 2024

Int. J. Interact. Mob. Technol.

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“…Although the lack of digital competencies among teachers and students has been shown in the past (Artacho et al, 2020), during the pandemic, many universities and educational institutions utilized remote teaching (Gamage et al, 2020). This increased teacher and student competencies and teachers' acceptance of ICT use in teaching (Huamán-Romaní et al, 2022). Because the primary focus of most ICT use during the pandemic was online teaching (Pokhre & Chhetri, 2021), it stands to reason that students and teachers display high levels of competence in these two dimensions.…”

Section: Discussionmentioning

confidence: 99%

Use of an e-toolkit in the development of digital competencies in Weeks of International Teaching

Kalogiannakis

Zourmpakis

Menšíková

et al. 2023

Adv. Mobile Learn. Educ. Res.

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Numerous scholars have emphasized the advantages of travelling abroad to enhance one's skills. Nevertheless, the pandemic has revealed the immense importance of digital skills in every aspect of our current information-based society. There is an increased demand for both physical and digital workplaces. As a result, universities must modify their educational programs to meet the requirements of employers and equip their students with the abilities and proficiencies essential to navigate this new era of the hybrid work environment. In this study, we focused on developing digital competence levels of international students and teachers during an International Week event using an e-toolkit and their acceptance of that digital tool following a mixed-method approach. Our results showed significant improvement in some dimensions of their digital competencies associated with digital content creation and problem-solving. Additionally, valuable results were shown regarding participants' perceptions of the e-toolkit's usefulness and ease of use. This study facilitates the potential international experiences can have on the digital competencies of both students and teachers with the use of innovative technological tools and the need for generalization on a larger scale and implementation of a more in-depth assessment.

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“…All of these things are done with the express goal of increasing each learner's level of competency in the reflective growth process and achieving a high standard of learning. In order to gain a viable education, it is advised to keep up the ongoing training in digital abilities (Huamán-Romaní et al, 2022). Shifting all teaching and learning digitally is an emerging approach best described as "building a house without a blueprint" or what we call emergency remote teaching.…”

Section: Introductionmentioning

confidence: 99%

Challenges in Teaching Science and its Transition to Post-Pandemic Education

Nemalynne¹,

Thelma²,

Shermaine

et al. 2023

Am. J. Multidis. Res. Innov.

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The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy for educators and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world.

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

Cited by 10 publications

References 35 publications

Effect of Virtual Education on Academic Performance Generated by COVID-19

Effect of Virtual Education on Academic Performance Generated by COVID-19

Use of an e-toolkit in the development of digital competencies in Weeks of International Teaching

Challenges in Teaching Science and its Transition to Post-Pandemic Education

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