Self-Control or Crime Control: Teachers’ Insights on Good Practices in 1:1 Classrooms and Implications for Professional Development DOI Creative Commons

Synnøve H. Amdam,

Ilka Nagel,

Morten Njå

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(11), P. 1267 - 1267

Published: Nov. 20, 2024

Norway ranks high in digitalization schools, with over 90% of students grades 1–10 having their own digital device supplied by school districts and reporting the highest use tools globally latest PISA report. However, research shows that implementation processes competence measures for teachers’ professional devices vary considerably between schools. This study aims to inform development research-practice partnership (RPP) focused on digitalizing schools internationally exploring what teachers consider important good teaching practices 1:1 computing classrooms. We draw both closed open survey responses from 1505 Norwegian highly digitalized where most experienced have had since 2014. The findings show classroom management is seen as gradually more higher experience, but understandings entails strategies are rather limited. concludes provide broader needed, dependent levels well systematic training students’ self-regulation.

Language: Английский

Development and validation of the teachers’ augmented reality competences (TARC) scale DOI Creative Commons
Stavros A. Nikou, Maria Perifanou, Anastasios A. Economides

et al.

Journal of Computers in Education, Journal Year: 2023, Volume and Issue: 11(4), P. 1041 - 1060

Published: July 14, 2023

Abstract While augmented reality (AR) can offer many advantages in education, one reason for the difficulty of integrating it instructional practices is lack teachers’ AR competences. Therefore, there an increasing need to address required competences needed by teachers effectively integrate their teaching. This study develops and validates a comprehensive scale teachers. The suggested instrument encompasses skills related creation, use management augment resources was validated on sample 150 educators from 45 countries teaching primary, secondary or tertiary levels. Confirmatory factor analysis demonstrated valid results terms model fit criteria, loadings, validity, reliability. final composed 11 items 4 competence components. Teaching subject, general digital previous class experience revealed significant differences across components, while gender age did not reveal any associations. Educators higher education institutions self-reported level designing, developing, modifying compared primary be used self-assess competences, teacher professional development policy makers develop training programs software companies experiences that empower educators.

Language: Английский

Citations

8
Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence DOI
Gao Chunlei, Ziyi Li,

Lang Zheng

et al.

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(9), P. 10763 - 10789

Published: Oct. 11, 2023

Language: Английский

Citations

7
Percepciones docentes sobre las competencias digitales y su uso para el bienestar digital: un análisis mixto sobre la ampliación del marco DigCompEdu DOI Creative Commons
Rafel Meyerhofer-Parra, Juan González Martínez

Edutec Revista Electrónica de Tecnología Educativa, Journal Year: 2024, Volume and Issue: 87, P. 115 - 133

Published: March 20, 2024

Múltiples marcos de referencia ofrecen propuestas al reto la competencial digital educadores y educandos. En los últimos años se ha impulsado el modelo DigCompEdu, siendo asumido en contexto educativo español catalán. Con todo, pandemia incrementado retos alfabetismo digital, ello conduce a plantear dentro del marco DigCompEdu ampliación 1) Competencia profesional 2) Creación dimensión “Competencias Sociales Comunicación” Considerando propuesta, investigación utiliza una metodología mixta muestra profesionales (N=43) accesible por conveniencia. Responden un cuestionario individual; produce discusión grupal sobre implementación catalán marco. Los resultados, mediante análisis descriptivo cualitativo sus respuestas, confirman que los/as docentes activo valoran positivamente sentido propuesto, pues recoge algunos nuevos e inquietudes profesorado.

Citations

2
Research Trends in Teacher Digital Competencies: A Bibliometric Review DOI Open Access

Senita Butar Butar,

Respita Haniva,

Hari Mulyadi

et al.

Jurnal VARIDIKA, Journal Year: 2024, Volume and Issue: unknown, P. 31 - 49

Published: June 1, 2024

Teacher digital competence (TDC) is a pivotal skill in 21st-century education, essential for addressing the extensive educational demands of age and technological advancements. This study aims to investigate evaluate research trends teacher competency from 2013 2023 using descriptive bibliometric analysis. Researchers utilized Scopus database data collection, following four-stage process obtain 235 publications. These publications were then analyzed VOS Viewer software. The findings this are as follows: 1) trend on TDC has shown continuous increase 2020; 2) Citation peaked 2018, with work Gudmundsdottir Hatlevik (2018) being most frequently cited; 3) Spain emerged leading country field, 100 five international collaborations; 4) Research primarily focuses itself, higher ICT, technology, e-learning, personnel training, devices, resources, teaching learning, motivation, skills, literacy, TPACK, information communication technologies, professional development, competence, self-assessment, development. Recent themes such improvement, tools recommended further competence.

Language: Английский

Citations

2
Evaluating computer science teaching competence: teachers’ self-efficacy and professional development DOI Creative Commons
Sivakorn Malakul, Cheeraporn Sangkawetai

Discover Education, Journal Year: 2024, Volume and Issue: 3(1)

Published: Nov. 29, 2024

Evaluating computer science (CS) teacher competencies is crucial for advancing CS education. This study aims to develop and evaluate a self-efficacy assessment tool teaching competence among 1412 teachers nationwide in Thailand. Using structural equation modeling, the validity of was examined across four domains: Content Knowledge Skills (CK), Instructional Design (ID), Classroom Management (CM), Professional Development (PD). The results demonstrated good model fit (CFI = 0.95, TLI PNFI 0.85, RMSEA 0.08, SRMR 0.02, GFI 0.97). Significant differences were observed domains with medium effect size (χ2(3) 1233.26, p < .001, w 0.29), highest PD, followed by CM, CK, ID. Teachers their 30 s showed greater confidence while those 5–9 years experience exhibited overall self-efficacy. Secondary school expressed more ID PD than primary teachers. Additionally, smaller schools, categorized number students, reported significantly lower CK (p .01), CM .01) larger schools. These findings highlight need specific continuing programs address improve quality education

Language: Английский

Citations

2
Competence-Based Assessment in Tanzanian Teacher Education in the Fourth Industrial Revolution: A Comprehensive Analysis DOI Open Access
Hamis Juma, Giribala Patel

Deleted Journal, Journal Year: 2024, Volume and Issue: 16

Published: Jan. 28, 2024

Competence-based assessment plays a pivotal role in shaping the quality and effectiveness of teacher education programs dynamic landscape Fourth Industrial Revolution (4IR). Understanding existing practices their alignment with competence-based principles is essential for enhancing preparation future educators this context. This study examined Tanzanian gaining insights into how student done teachers. A survey involving 531 participants was conducted to gather data on Statistical analysis were employed explore variations experiences based gender, age, level. The findings indicate that traditional pen-and-paper assessments remain dominant method education, comprising substantial 69%. Notably, 52% teachers believe are evaluated aptitude seamlessly integrate technology teaching learning, accentuating criticality digital skills. Furthermore, our unveils multifaceted innovation critical thinking, 25.2% students always feeling assessed, contrast 13.6% who seldom or never experience evaluation. Remarkably, gender emerges as potent influencer integration assessments, while age distinctly shapes evaluation research skills collaborative abilities. Moreover, underscore progressively adapting meet demands 4IR. However, they also need more diversified innovative approach effectively address evolving educational landscape. highlights pronounced impact level experiences, underscoring imperative tailored approaches nurturing educators.

Language: Английский

Citations

1
Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania DOI Creative Commons
Raymond Mutasingwa Bitegeko, Godlove Lawrent, Juhudi Cosmas

et al.

Educational Technology Quarterly, Journal Year: 2024, Volume and Issue: 2024(3), P. 298 - 318

Published: Sept. 20, 2024

The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) to assess undergraduate student-teachers' digital competencies in an educational context. Within quantitative approach, adopted a descriptive cross-sectional research design. data was collected from sample of 549 student-teachers through self-developed questionnaire. Data analysis involved both and inferential analysis. found that at knowledge acquisition deepening levels were moderate. However, their moderately higher level, which signifies confidence basic skills. In addition, it gender age had statistical significance on perceived competencies, particularly level. Based findings, is recommended while considering varying comfort with technology across groups, tiered teacher training programme should be put place where can progress level advanced competencies.

Language: Английский

Citations

1
Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework DOI Creative Commons
Levon Momdjian, Marni Manegre, Mar Gutiérrez‐Colón

et al.

Technology Knowledge and Learning, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 4, 2024

Abstract This study investigates the digital competence levels of Lebanese preservice and in-service teachers using European Framework for Digital Competence Educators (DigCompEdu). The research aims to explore existing gap in between these two groups through a cross-sectional descriptive survey, involving 170 194 from various undergraduate teacher training programs Lebanon. findings reveal significant differences all six areas no difference per subject areas, with demonstrating higher overall compared teachers. draws attention need improved practical targeted interventions education better prepare demands modern classrooms. have implications policy practice, particularly enhancing meet evolving needs education.

Language: Английский

Citations

1
COVID-19 and teachers’ digital competencies: a comprehensive bibliometric and topic modeling analysis DOI Creative Commons
İbrahim Gökdaş, Ömer Cem Karacaoğlu, Abdulkadir ÖZKAYA

et al.

Humanities and Social Sciences Communications, Journal Year: 2024, Volume and Issue: 11(1)

Published: Dec. 27, 2024

With the escalating global emphasis on information and communication technologies, imperative of bolstering enhancing teachers' digital proficiencies comes to forefront. Against this backdrop, study endeavors discern prevailing trends principal themes in scholarly landscape by conducting a comprehensive analysis research pertaining competences. The methodological framework inquiry encompasses two pivotal phases: bibliometric topic modeling focusing competencies. Drawing upon corpus 3352 documents spanning years 1994 2024 sourced from eminent databases such as Web Science Scopus, these analyses serve cornerstone investigation. By subjecting texts descriptive content analysis, seeks pinpoint focal points unveil semantic patterns inherent within literature. primary revelations underscore burgeoning interest studies competences, particularly spurred exigent circumstances COVID-19 pandemic. Bibliometric illuminate marked quantitative qualitative upsurge output domain, underscoring role realm education. thematic contours encapsulate skills cultivation, teacher training, assimilation technologies into pedagogical strategies, technology times crises pandemics. findings posit that competences harbor potential augment student attainment advocate for continued domain. It is advocated forthcoming adopt diverse frameworks elucidate nexus between curricula thereby fostering development more efficacious strategies.

Language: Английский

Citations

1
THE STAGES OF IMPLEMENTATION OF THE TEACHER'S DIGITAL COMPETENCESELF-ASSESSMENT TOOL IN THE CONTEXT OF PROFESSIONAL DEVELOPMENT DOI Creative Commons
Oksana V. Ovcharuk

Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, Journal Year: 2024, Volume and Issue: 70, P. 57 - 65

Published: Jan. 22, 2024

The article highlights the development and steps of implementing a tool for self-assessment digital competence teacher based on experience domestic specialists in period 2020- 2023. An analysis approaches to international educational community is carried out. Approaches compiling survey questionnaire Digital Competence Framework Educators (DigComp 2.1) are substantiated. stages teacher's presented: development, improvement, implementation. procedure conducting over four years described. A block diagram creation implementation presented. principles that contributed obtaining reliable data during substantiated It proved should contain elements identifying degree readiness use ICT by teachers institutions, which contributes recommendations finding solutions overcome existing problems. concept tools information environment activities quarantine conditions defined. main indicators obtained all-Ukrainian system general secondary education were analyzed, dynamics revealed. content methodological postgraduate education, developed basis approbation tool, scientific novelty presented research lies discovery new approaches, forms restrictions caused long wartime country. conclusions regarding further pedagogical Prospects outlined.

Language: Английский

Citations

0