Strategies for developing digital competencies in teachers: Towards a multidimensional Synthesis of Qualitative Data (SQD) survey instrument

Knezek, Gerald; Christensen, Rhonda; Smits, Anneke; Tondeur, Jo; Voogt, Joke

doi:10.1016/j.compedu.2022.104674

Cited by 17 publications

(7 citation statements)

References 31 publications

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“…In reference to the different indicators that make up the scale, they have adequate factorial weights and no item presented commonality <0.55 (ranges=0.553 and =0.795). 60 This has been supported by published and reviewed studies. 61 , 62 which demonstrate the usefulness and saturation of the scale through its different items in order to constitute a theoretical construct and that it allows the identification of the nature or origin of the academic knowledge of teachers quickly and reliably with an instrument composed of 7 indicators.…”

Section: Discussionmentioning

confidence: 63%

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

et al. 2023

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Background: The concern and analysis about the knowledge possessed by teachers of basic general education persists in academic debate and professional practice. It is noteworthy that in the studies consulted, there is no precise evidence that determines with accuracy the configurations of these knowledge factors that function as the basis of the teaching profession. Therefore, the objective of this study is to establish the construct validity and reliability of the questionnaire on the nature or origin of the academic knowledge of teachers of basic general education, adapted from the Pedagogical Content Knowledge (PCK) Competence Model. Methods: A methodological study was established that applies a test to the processes of reliability and internal consistency. The construct validity was performed through (n = 8) expert judges, using Cohen's Kappa. An exploratory factor analysis was performed following the criteria of the Kaiser-Meyer-Olkin Coefficient (KMO), the Bartlett sphericity test and the principal components extraction method in the factor analysis with varimax rotation. The sample consisted of (n = 27) teachers of basic general education of the Ibarra Canton. Results: The results show a reliability analysis for the instrument obtained a Cronbach’s alpha (α = 0.901), estimated to be an excellent level. Conclusions: The questionnaire is relevant, valid and reliable, adapting to the needs of teachers of basic general education to determine the nature or origin of the academic knowledge in a fast and reliable manner.

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Section: Discussionmentioning

confidence: 63%

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

et al. 2023

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“…The model presented also demonstrates the importance of digital competences, which have moved beyond descriptions of how software and e‐services are handled and now include a wide range of very specific teaching activities with practical reference to specific ICT‐mediated activities (Knezek et al, 2023; Toto & Limone, 2021). The diversity and multidimensionality of DC is also evident for the operation of YouTube within which it is necessary to have knowledge and skills related to searching for educational material, creating alerts, sharing educational content, commenting, editing, uploading, adding textual information, or possessing knowledge of copyright issues.…”

Section: Discussionmentioning

confidence: 99%

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

Guillén‐Gámez

Magaña

Palmero

et al. 2023

Brit J Educational Tech

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The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

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“…formación "provides the types of experiences, examples and interactions needed to develop preservice teachers' ability to confidently and appropriately use digital technologies in future teaching" (p. 3). De estas estrategias, la reflexión les proporciona la oportunidad de evaluar su experiencia en las prácticas docentes de integrar las tecnologías en clase tanto en la selección de herramientas digitales como en su implementación significativa, además de valorar de manera crítica el potencial y las oportunidades que ofrecen las tecnologías en los procesos educativos, así como los retos que implican (Kimmons et al, 2015;Knezek et al, 2023).…”

Section: Marco Teóricounclassified

La competencia digital docente en las prácticas de educación primaria: las reflexiones sobre el uso de la tecnología en las aulas

Batlle,

Pujolà

2024

Perspectiva

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La competencia digital docente ya es tenida en cuenta en la formación de profesores como una competencia esencial que los futuros docentes deben lograr. Sin embargo, esta todavía es una realidad que necesita ser cotejada con la situación actual de la formación de profesores. Este estudio busca determinar cómo se desarrolla la competencia digital docente en las prácticas docentes de los profesores en formación del grado en maestro en educación primaria de la Universidad de Barcelona a partir del análisis cualitativo de los usos de la tecnología que se explicitan en los portafolios reflexivos y de la caracterización de las reflexiones derivadas de esos usos. El resultado del análisis muestra que los profesores en formación reflexionan sobre tres usos diversos de las herramientas digitales: las observadas en el contexto educativo, las utilizadas para la creación de materiales y las utilizadas para que su alumnado desarrolle su competencia digital. De estos tres usos de herramientas digitales se derivan reflexiones centradas, mayoritariamente, en la experiencia práctica de los alumnos, se construyen a partir de valoraciones en general positivas, pero se construyen en su inmensa mayoría en un estadio reflexivo inicial: aquel en el que el profesor en formación establece una mera descripción de la realidad sobre la que reflexiona. Los resultados del estudio invitan a proponer la necesidad de una mayor concienciación de lo digital a nivel formativo, tanto en el desarrollo de los estudios de grado como a lo largo de las prácticas docente.

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Strategies for developing digital competencies in teachers: Towards a multidimensional Synthesis of Qualitative Data (SQD) survey instrument

Cited by 17 publications

References 31 publications

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

Validity and reliability of the questionnaire of academic knowledge of teachers of basic general education

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

La competencia digital docente en las prácticas de educación primaria: las reflexiones sobre el uso de la tecnología en las aulas

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