The technology of formation of future teachers’ information culture

Abbasova, Leviza I.; Зотова, И. В.; Mustafaeva, Z.I.

doi:10.1051/shsconf/202111300051

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…To provide students the skills they need for the digital era, to build successful learning environments, and to enhance the learning process, it is crucial for instructors to possess digital skills (Siddiq et al, 2016). For instance, accessing, analyzing, and interpreting information in digital settings are all part of a teacher's digital literacy competency (Abbasova et al, 2021). This ability aids the instructor in selecting online resources with care, presenting suitable digital materials to pupils, and fostering students' digital literacy abilities (Antonietti et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

Niyazova

Chistyakov

Волосова

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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21st century has seen the emergence of digital skills as a crucial ability with profound effects on employment, education, and social relationships, among other facets of life. The best talents to teach are the subject of study by those who establish educational policies. The goal of this study is to examine the relationship between information and communication technology competency (ICTC) and digital abilities. It focuses on which of the digital skills sub-dimensions has a greater impact on ICTC and how this impact varies by country, age, and gender. This study employed a quantitative research design to evaluate the association between ICTC and various digital skills. The sample group consisted of 620 university students from Russia and Kazakhstan. Digital skills were measured using a scale adapted for the Russian context, while ICTC scale was first adapted for the Russian context following language validity steps. The study also conducted path analysis to determine the impact of ICTC on digital skill dimensions and multigroup path analysis to assess effects according to different independent variables. The study found that certain dimensions of digital skills, specifically “use of digital tools”, “communication of digital content”, and “creation of digital content”, significantly influence ICTC. However, “management of digital content”, “digital security”, and “digital empathy” dimensions did not show a significant effect. The impact of these dimensions varied significantly across different demographic groups, suggesting that digital skills and ICTC development may differ among these groups. The findings highlight the need for tailored strategies to develop and promote digital skills and ICTC, considering these demographic differences.

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Section: Introductionmentioning

confidence: 99%

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

Niyazova

Chistyakov

Волосова

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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“…In the context of information society and development of knowledge culture, it is important for future teachers to acquire ICT competencies (Abbasova et al, 2021;Matviyevskaya et al, 2019). Appropriate integration of ICT in the education and learning process can lead to more effective teaching and learning processes.…”

Section: Introductionmentioning

confidence: 99%

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

Zhdanov,

Sadrieva,

Astakhov

et al. 2023

ONLINE J COMMUN MEDIA TECHNOL

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Rapid expansion of information and communication technologies (ICT) underscores importance of ICT competency for success in modern society. In education, ICT facilitates knowledge acquisition, innovative teaching methods, and development of digital literacy skills. By measuring ICT competencies, teacher training programs can better equip educators for technology integration, leading to more effective teaching and learning processes. It is crucial for educational policies to emphasize integration of ICT and ensure teachers are prepared to utilize it effectively. The study aims to determine psychometric properties of “information and communication technology competency scale (ICTCS)” for pre-service teachers (PSTs) in the Russian setting and identify distinct proficiency levels among them. This study employed a mixed-methods approach to adapt a scale measuring PSTs’ ICT competencies. The research involved two different samples for exploratory factor analysis (EFA) (n=160) and confirmatory factor analysis (CFA) (n=326). To establish language validity, a translation, and cross-cultural adaptation process was followed. Data analysis included EFA, CFA, reliability estimation, and latent profile analysis, with satisfactory results obtained for scale’s psychometric properties. The study concludes that ICTCS, with two factors (ICTC-PU and ICTC-ID), is a valid and reliable measure of teachers’ attitudes and skills regarding ICT use. Four-class latent profile model reveals distinct competence levels, informing targeted professional development programs. Educational institutions and policymakers should prioritize these programs and use the scale for teacher evaluations. Future research should explore the efficacy of these programs, expand the sample size, incorporate objective measures, and employ longitudinal designs to better understand the impact on student outcomes.

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“…The information culture is scrutinized as a basic person's characteristic in the modern social situation [5]. Such concepts as the information and communication technologies, the information competencies and the information and educational resources are studied in the applied aspect [6]. The term «technosphere» occurs when describing the information achievements of a modern society, with a high level of technology development and methods of transforming the surrounding reality [7, p. 15-20].…”

Section: Introductionmentioning

confidence: 99%

Technosphere of the university: an environment for the teacher’s information culture development

Potmenskaya

Mychko

Serykh

et al. 2022

Samara Journal of Science

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This study is an attempt to analyse the university technosphere capabilities to develop the teachers information culture. The university technosphere is considered to be the most important condition to develop the university teachers information culture. Having analyzed the essence and structure of the teachers information culture, the following hypothesis is put forward: the effectiveness of the university technosphere development has an impact in the development of the teachers information culture; the effectiveness of the university technosphere development is also reflected in the teachers readiness to apply the information technologies in practice in the educational process. This hypothesis indicates the purpose of the study: to substantiate the model of the teachers information culture development in the conditions of the university technosphere creation and functioning. Having substantiated this model theoretically, the authors have built upon the ideas of information and communication, competency-based and cyber-ontological approaches, which are especially relevant in the context of modern cyber socialization. A pedagogical experiment involving 32 teachers from the Immanuel Kant Baltic Federal University (Kaliningrad, Russia) has been organized to test the hypothesis. The experiment has been carried out in three stages: at the first ascertaining stage the teachers attitude to the development of their information culture has been diagnosed. The adoption of the teachers information culture development model, which has no analogues in modern pedagogy of higher education (implemented on the basis of the self-developed special course, which is held as a series of training seminars) has been carried out at the second formative stage. The re-diagnostics of the developed components of the teachers information culture has been carried out at the third control stage. The dynamics has been observed in all information culture components. The most significant changes have occurred in the indicators of the information culture operational component development (from 5,8 units to 9,1 units), which has indicated the effectiveness of the developed model. Hence, it can be used in the organization of work how to develop the university teachers information culture. The novelty of the study is related to the introduction of the developed model into the university educational space, which develops the teachers psychological readiness to master the information products and professional competence in the implementation of the innovative information technologies.

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The technology of formation of future teachers’ information culture

Cited by 3 publications

References 9 publications

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

Psychometric properties of information and communication technology competencies scale: Latent profile analysis

Technosphere of the university: an environment for the teacher’s information culture development

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