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.
International Journal of Emerging Technologies in Learning (iJET),
Journal Year:
2024,
Volume and Issue:
19(05), P. 20 - 34
Published: June 6, 2024
Nowadays,
technology
poses
significant
challenges
to
education.
Teaching
tasks
are
closely
linked
technology.
Teachers
use
as
a
vital
tool
in
teaching.
Technology
is
constantly
changing,
requiring
teachers
be
continuously
assessed
for
their
digital
competence
identify
strengths
and
weaknesses,
thereby
finding
solutions
enhance
skills
meet
the
high
learning
demands
of
students.
This
study
focuses
on
analyzing
currently
teaching
at
secondary
schools
Hanoi,
Vietnam,
using
DigComEdu
model
measure
teachers’
competence.
The
research
sample
consists
445
teachers,
indicating
that
majority
have
B2
level,
with
“Assessment”
area
being
lowest.
Interestingly,
under
age
25
exhibit
lowest
level
results
gathered
analyzed
concerning
competence,
along
conclusions
drawn
from
this
study,
aim
develop
Journal of Information Technology Education Research,
Journal Year:
2024,
Volume and Issue:
23, P. 019 - 019
Published: Jan. 1, 2024
Aim/Purpose:
This
study
aims
to
examine
the
influence
of
digital
competences,
technology
acceptance,
and
individual
factors
(gender
educational
level)
on
academic
achievement
in
Physical
Education
Sports
Science
(PESS).
Background:
Prior
research
has
established
a
positive
correlation
between
competences
performance,
but
mediating
role
acceptance
remains
unclear.
Furthermore,
there
is
no
evidence
literature
about
this
relationship
among
students
pursuing
degrees
PESS.
Methodology:
A
survey
was
administered
344
The
Students’
Digital
Competence
Scale
(SDiCoS)
measured
while
Technology
Acceptance
Model
(TAM)
assessed
acceptance.
Academic
performance
evaluated
based
students’
GPAs.
Contribution:
paper
investigated
competence
within
TAM
framework
its
performance.
We
propose
that
variables
positively
impact
intention
use
tools
for
learning.
aligns
with
principles,
where
attitude
toward
predict
actual
use.
Our
findings
further
strengthen
understanding
by
confirming
strong
connections
perceived
ease
use,
usefulness,
technology.
Additionally,
suggests
frequent
device
usage
patterns
might
be
more
prevalent
postgraduate
education.
Findings:
investigation
supports
link
PESS
students.
Specifically,
variables,
particularly
attitudes
intentions
regarding
significantly
predicted
these
Interestingly,
direct
association
found
SDiCoS
were
associated
Gender
differences
emerged,
females
reporting
higher
proficiency
Communicate,
Collaborate,
Share
(CCS)
competences.
reported
stronger
technology,
utilization
laptops/tablets.
Recommendations
Practitioners:
Educators,
administrators,
policymakers
should
consider
targeted
interventions
curriculum
development
enhance
fields
physical
education
sports
science.
strategies
focus
fostering
areas
relevant
field
addressing
gender-specific
needs.
Recommendation
Researchers:
Future
explore
nuanced
refining
predictive
efficacy
examining
factors,
such
as
motivation
self-efficacy.
Impact
Society:
have
implications
improving
outcomes
PESS,
ultimately
contributing
highly
skilled
technology-literate
workforce
field.
Research:
specific
mechanisms
through
which
develop
effective
strategies.
Advances in educational marketing, administration, and leadership book series,
Journal Year:
2024,
Volume and Issue:
unknown, P. 53 - 84
Published: Sept. 27, 2024
This
chapter
explores
the
multifaceted
landscape
of
digital
transformation
within
Nigerian
higher
educational
system,
shedding
light
on
opportunities,
challenges,
and
strategic
pathways
for
fostering
inclusive
development.
As
global
education
undergoes
a
paradigm
shift
towards
digitization,
it
is
crucial
to
examine
how
Nigeria,
with
its
unique
socioeconomic
context,
can
harness
power
technology
strengthen
by
enhancing
competence
stakeholders,
including
teachers,
students,
administrators,
policymakers,
among
others.
The
delves
into
current
state
infrastructure,
e-learning
platforms,
resources
in
universities,
offering
insights
existing
challenges
proposing
strategies
comprehensive
system
Nigeria.
overarching
goal
contribute
meet
demands
21st
century
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.
