University Graduate Students and Digital Competence: Are Future Secondary School Teachers Digitally Competent?

Navío, Eufrasio Pérez; Ocaña-Moral, María Teresa; Martínez-Serrano, María del Carmen

doi:10.3390/su13158519

Cited by 29 publications

(16 citation statements)

References 19 publications

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“…Various studies have investigated the acquisition of digital competence, teachers' digital competence perception, and examined the relationship between different dimensions [4,55,56]. This paper explores students' perceptions of their level of digital competence in the context of higher education, based on a case study of students at Gansu Agricultural University in Northwest China.…”

Section: Discussionmentioning

confidence: 99%

Digital Competence in Higher Education: Students’ Perception and Personal Factors

et al. 2021

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University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

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Section: Discussionmentioning

confidence: 99%

Digital Competence in Higher Education: Students’ Perception and Personal Factors

et al. 2021

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“…Agile management in PES is supported by PES dedicated technology such as dedicated sport/training apps, mobile apps, gaming, VR, and AR courses/apps for training, and video conferences. Thus, teachers need to familiarize students with applications for sports training or physical education and try to stimulate the interest of students and athletes in PES by using games in the teaching process, such as GoNoodle [57]. Students can be stimulated to move with the help of video clips through which they learn a technical element and tactical structures or maintain their physical condition.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports

Cojocaru

Jianu

et al. 2022

Sustainability

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The context of the COVID-19 pandemic has caused educational institutions and sports clubs to change their management strategy. Due to the modernization of computer technology, physical education and sports (PES) teachers decided to include this technology in their teaching activity to help students and athletes to acquire PES-specific transversal skills and digital skills, and also to increase the attractiveness of the lessons. The present research aims at assessing the challenges and opportunities of technology and adopting an Agile Management style to improve the teaching, learning, and practice of PES. Therefore, a survey was conducted on PES teachers and trainers, as they have a clear perspective on the field and their views are therefore very important and relevant to our study, even if they do not have solutions for all the challenges facing them. They were asked to share their professional opinions regarding the implementation of digital methods and applications on the sportive results of performance sportsmen, athletes, and students. The survey, conducted on 144 respondents, contained mostly multiple-choice questions rated on a Likert scale and open-ended questions allowing respondents to offer solutions and express their opinion freely. This article demonstrates the positive influence of Agile Management in the choice and implementation of technology dedicated to PES.

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“…In a study conducted in Greece, with 32 science teacher participants, it was revealed that 52% of the teachers had inadequate or weak use of technologies in their teaching practices with less than 19% of teachers making exceptional use of technology in their practice (Sofianidis & Kallery, 2021). University graduates within the teaching profession, do not have digital competencies nor the technical experiences to develop their students' technological skills using ICT (information and communications technology) (Pérez-Navío et al, 2021). Blackwell et al (2014), Karaca et al (2013) and Shiboko (2015) revealed that teachers with more years of teaching experience tend to have negative attitudes towards implementing technology in their classrooms, as opposed to teachers who have recently entered the profession.…”

Section: Content Knowledgementioning

confidence: 99%

Investigating the classroom teaching practices of life sciences teachers in Gauteng

Dhurumraj

Broadhurst

2023

IJRBS

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In the analysis of the South African NSC diagnostic reports, the Department of Education prepared areas of learners’ struggle have proved to repeat themselves from 2017 to 2020. The classroom practices of Life Sciences teachers, focusing on teacher knowledge, were observed in a sample of schools in the province of Gauteng, South Africa. The investigation aimed to investigate these practices of Life Sciences teachers and consequently diagnose teaching difficulties. Data was collected through interviews and observations in a multi-case study approach and analyzed using Mudau’s (2016) Classroom Practice Diagnostic Framework. This study reveals that teachers’ classroom practices contribute to the teaching difficulties they experience when considering teachers’ knowledge of the Life Sciences content, the teaching context, and learner understanding.

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University Graduate Students and Digital Competence: Are Future Secondary School Teachers Digitally Competent?

Cited by 29 publications

References 19 publications

Digital Competence in Higher Education: Students’ Perception and Personal Factors

Digital Competence in Higher Education: Students’ Perception and Personal Factors

The Impact of Agile Management and Technology in Teaching and Practicing Physical Education and Sports

Investigating the classroom teaching practices of life sciences teachers in Gauteng

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