Validation of The Scale on Pre-Service Teachers’ Digital Competence to Assist Students with Functional Diversity

Masalimova, Alfiya R.; Erdyneeva, Klavdiya G.; Kislyakov, Anatoly S.; Sizova, Zhanna M.; Калашникова, Е А; Khairullina, Elmira R.

doi:10.30935/cedtech/12301

Cited by 7 publications

(6 citation statements)

References 32 publications

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“…Therefore, it cannot be determined with precision whether ICTs are fully employed or underutilized in underdeveloped nations. In line with the previous studies [ 21 , 26 ], the findings of this study indicate that teachers’ attitudes have a considerable positive impact on in-service teachers’ digital competence, digital tool use, and ICT integration [ 30 – 32 ]. This study implies that in-service teachers believe that positive attitudes drive students to utilize ICT in the classroom, hence aiding their teaching.…”

Section: Discussionsupporting

confidence: 90%

“…The instructor with ICT skills appeared to be enthusiastic about using ICT in their teaching. Teachers’ views regarding adopting digital technology in education were found to be a key predictor of their level of competency [ 30 , 31 ]. Teachers’ perspectives on incorporating ICT into lessons are influenced by several factors, including but not limited to their age, gender, and level of experience in the classroom [ 32 , 33 ].…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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Technology invention and implementation have resulted in long-term educational progress. This study aimed to identify the innovative strategies in determining the factors influencing in-service teachers’ technology integration in China, focusing on the information and communication technology (ICT) integration. The sample consists of 685 in-service teachers. Four factors are found to influence in-service teachers’ ICT integration: attitudes, self-efficacy, digital competence, and digital tools use. The results of the study utilizing the PLS-SEM approach demonstrated that all four factors have a substantial impact on in-service teachers’ ICT integration and interact with each other. Meanwhile, attitudes, digital competence, and digital tools use have a mediating effect in this research. In addition, the study discussed the effects of gender, age, and teaching experience on influencing factors and ICT integration. This research provided beneficial insights for a successful design of instruction with ICT and contributed to innovative strategies for educational technology.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Peng,

Abdul Razak,

Hajar Halili

2023

PLoS ONE

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“…Factor analysis of the data (social presence) retained three factors (Eigenvalues: 4.618, 1.323, 1.137), accounting for 58.98% of the total variation. Similarly, for cognitive presence, three factors were retained (Eigenvalues: 5.619, 1.366, 1.158) and accounted for 58.16% of the total variance in the data, which was very significant (Masalimova et al, 2022). One item was not loaded into any component in the social presence questionnaire item.…”

Section: Reliability and Validity Of Instrumentsmentioning

confidence: 99%

Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education

2023

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This study aims to investigate how online collaboration can support the learning of science, technology, engineering, and mathematics (STEM) in higher education. Empirical data were collected from 88 postgraduate students studying at the African Centre of Excellence for Innovative Teaching Learning Mathematics and Science (ACEITLMS) using online oral interviews and two five-point Likert scale questionnaires. Interviews were analysed through content analysis while data from the questionnaire were scanned through the Statistical Package for Social Scientists (SPSS) to compute descriptive statistics and Spearman rho correlation coefficient. The findings indicate that online collaborative learning through small group discussions prompt knowledge co-construction, and higher-order thinking skills in STEM subjects. Moreover, the findings demonstrate how several electronic multimedia tools (PhET simulations, animations, YouTube videos) can increase student retention and engagement in learning STEM. Though the students reported that they experienced challenges such as poor internet connection, lack of laboratory work, electricity shortage, and limited ICT skills, they managed to complete STEM learning activities by using free virtual laboratories, portable tethering hotspots from their smartphones, and smartphones where power was a problem and learnt the navigation of ICT tools from their peers. The study found moderate positive Spearman rho correlation coefficient, which explains that 69% of the total variance in the students’ successful performance is explained by the two variables, i.e., social and cognitive presence. The study recommends more training for course instructors and students. Efforts should be put in place to focus on ICT manipulation and curating interactive content. The researchers acclaim the expansion of internet coverage in University of Rwanda campuses. This action will enhance online and blended learning. Moreover, the study recommends the integration of ICT and the use of multimedia tools such as Bio-interactive and Physics Education Technology (PhET) interactive simulations in STEM subjects as supplementary resources. These tools support cognitive and affective domains in the teaching and learning process. Furthermore, universities can reduce the problem of expensive and inadequate laboratory equipment by adopting the use of virtual laboratories, especially for online STEM lessons.

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“…Cabero-Almenara et al (2022) and Medina-García et al (2021) conclude that teachers, particularly in Higher Education, show medium to low digital competence with functional diversity, with variations by gender, education stage, and age. Deficiencies in teacher training, especially in content creation for diverse students, pose a priority (Belenkova, Skudnyakova and Bosov, 2022;Bong and Chua, 2023;Coker and Mercieca, 2023;Chorosova et al, 2021;Jiménez-Hernández et al, 2020;Masalimova et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

Zarceño García de Soriano,

Agreda Montoro,

Ortiz Colón

2024

EJEL

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This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

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Validation of The Scale on Pre-Service Teachers’ Digital Competence to Assist Students with Functional Diversity

Cited by 7 publications

References 32 publications

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

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