The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies

Abstract

To prepare schools for the demands of the twenty-first century, teachers have been challenged to expand their use of digital technologies in their teaching. This study is a part of OpenDigi, which aimed to create teachers’ communities for enhancing digital pedagogy skills and the use of digital assessment tools. The aim of this study is to investigate the impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies. Self-report questionnaires were collected from 98 elementary and lower secondary school in-service teachers in southern Finland. A total of 22 in-service teachers completed both pre- and post-test. The results showed that the impact of the digital pedagogy training depended on teachers’ ICT confidence level. Teachers who had low confidence in ICT use showed an increased ICT confidence level after the programme, while teachers who already had high confidence in ICT use showed no significant changes in their confidence level. Moreover, the results indicated that the need for ICT support was lower after the training for the teachers in high confidence group, while there were no significant changes in the need for ICT support for the teachers in the low confidence group. These results suggested that the training could fulfil teachers’ needs for ICT support, particularly for the teachers in the high confidence group. The challenges teachers face in expanding the use of digital technologies in practice and their commitment to the digital culture are discussed.

Longitudinal study of teacher acceptance of mobile virtual labs

“…Helping teachers to understand a technology plays a vital role in its adoption. Literature suggested that the training could fulfill teachers’ needs for ICT support, particularly for the teachers in the high confidence group (Pongsakdi et al, 2021 ). Another study on teachers highlighted the need for constant ICT technologies training to achieve sustainability goals and technology adaptation (Rangel-Pérez et al, 2021 ).…”

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

“…El diseño de investigación de los estudios analizados (P3) es mayoritariamente cuantitativo con el 89.39% de los casos (Falcó Boudet, 2017;Jiménez-Hernández et al, 2020) y, en menor medida, cualitativo con el 6.06% (Sales et al, 2020;Suárez-Guerrero et al, 2021) y mixto con el 4.45% (Llopis Ruiz-Cabezas et al, 2021). Del total de los estudios con un enfoque cuantitativo predominan con un 77.27%, los estudios con diseños no experimentales, frente a los experimentales con un 13.63% (Marín Pongsakdi et al, 2021;Romero-García et al, 2020).…”

“…En menor medida se han seguido otros marcos como el Marco de competencias de los docentes en materia de TIC de la UNESCO ( 2019 Entre los estudios que no han señalado referentes o han utilizado diversas fuentes para la construcción de sus instrumentos, se encuentran aquellos que han organizado las dimensiones para evaluar la CDD teniendo en cuenta los tipos de saberes que aglutina el concepto de competencia: conocimientos, habilidades y actitudes (Escobar-Zúñiga, 2021; Hämäläinen et al, 2021;Pongsakdi et al, 2021;Ruiz Cabezas, 2020). También están aquellos que han diseñado dimensiones que vinculan la evaluación de la CDD con funciones concretas que les son asignadas a los docentes como la atención educativa al alumnado con discapacidad (Medina- , el desarrollo de metodologías activas e innovadoras de aprendizaje (Hossein-Mohand et al, 2021), o la tutoría (Guillen-Gamez et al, 2021).…”

“…La mayor parte de los estudios basados en un enfoque cuantitativo realizan análisis descriptivos, correlacionales (Jorge-Vázquez et al, 2021;Paz Saavedra et al, 2022), inferenciales (Gallego-Arrufat et al, 2019Muñoz y Ruiz-Domínguez, 2021;Pongsakdi et al, 2021), predictivos (Çebi & Reisoğlu, 2020;Guillen-Gamez & Mayorga-Fernandez, 2020;Myyry et al, 2022) y de regresión (Cattaneo et al, 2022;Hämäläinen et al, 2021;Jiménez-Hernández et al, 2020;Muñoz & Ruiz-Domínguez, 2021;Tomczyk, 2021;Tomczyk et al, 2021). Los estudios basados en un enfoque cualitativo se centran en análisis de contenido inductivo y deductivo (Sales et al, 2020;Suárez-Guerrero et al, 2021).…”

The effect of online learning in modern history education

“…Accordingly, traditional methods that were used in teaching history before (reading paragraphs, taking notes, memorizing dates, using printed maps or atlases) have become obsolete and ineffective today. The use of old methodological approaches indicates that teachers are not ready to actively use modern interactive technologies (Pongsakdi et al, 2021). Due to the fact that one of the current methods is practice-based learning, it is effective to use modern interactive technologies to study history (Epstein and Salinas, 2018).…”