Teachers’ Participation in Digitalization-Related Professional Development: An International Comparison DOI Creative Commons
Christiane Annemann, Claudia Menge, Julia Gerick

et al.

Education Sciences, Journal Year: 2025, Volume and Issue: 15(4), P. 486 - 486

Published: April 14, 2025

The global digital transformation poses challenges for schools and teachers. importance of digitalization-related professional development (PD) in overcoming these is widely recognized, even if only few studies confirm the desired success. This article explores relationship between participation teachers PD variables that are associated with successful an international context. structural equation modeling analyses based on data from International Computer Information Literacy Study (ICILS 2018). Data Chile (N = 1682 teachers), Denmark 1108), Germany 2303), Republic Korea 2122), USA 3174) considered. These five countries located four different continents have divergent conditions working ICT teacher PD. results reveal significant relations positive views using schools, emphasis promoting ICT-related skills among students, frequency use classroom across all countries. findings demonstrate context irrespective variations school systems, digitalization processes,

Language: Английский

Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education DOI Creative Commons
Héctor Galindo‐Domínguez, Nahia Delgado, Lucía Campo

et al.

International Journal of Educational Research, Journal Year: 2024, Volume and Issue: 126, P. 102381 - 102381

Published: Jan. 1, 2024

With the recent integration of artificial intelligence (AI) in educational field, understanding variables that are related to teacher attitudes towards AI can be crucial for their perspectives classroom. That is why present study aimed investigate whether Teacher Digital Competence Attitudes AI, and if so, this relationship moderated by teacher's stage, age, sex, years experience, field knowledge. A total 445 Spanish teachers from primary, secondary, higher education participated study, responding Scale Scale. The results revealed that, regardless experience or knowledge, digital competence associated with a more positive attitude AI. Moreover, high levels willingness use but low personal were found. Based on these results, it may interesting implement future interventions based enhance key dimensions competence, such as Information Management, Content Creation, Problem-Solving. This could improve subsequently teachers' perception using context.

Language: Английский

Citations

19
Developing AI Literacy for Primary and Middle School Teachers in China: Based on a Structural Equation Modeling Analysis DOI Open Access

Leilei Zhao,

Xiaofan Wu, Heng Luo

et al.

Sustainability, Journal Year: 2022, Volume and Issue: 14(21), P. 14549 - 14549

Published: Nov. 5, 2022

As smart technology promotes the development of various industries, artificial intelligence (AI) has also become an important driving force for innovation and transformation in education. For teachers, how to skillfully apply AI teaching improve their literacy a necessary goal sustainable professional development. This research examines correlations among dimensions teachers order promote effectiveness class adoption (AIL). Our findings are based on analysis 1013 survey results, where we tested level including Knowing Understanding (KUAI), Applying (AAI), Evaluating Application (EAIA), Ethics (AIE). We find that AAI had significant, positive effect other three dimensions. Thus, analysis, government should take action cultivate teachers’ literacy. In literacy, choice curriculum, content, methods, practical resources special training be diverse committed making essential enabler future

Language: Английский

Citations

64
Digital learning in Sciences education: A literature review DOI Creative Commons
Manal Abdul Karim Al Momani,

Kawther Aboud Alharahasheh,

Mohammad Zakaria AlQudah

et al.

Cogent Education, Journal Year: 2023, Volume and Issue: 10(2)

Published: Nov. 9, 2023

This study looked at 8760 Web of scientific research publications about digital learning in education. The researchers discovered seven clusters with 59 affiliations, 36 keywords, and 135 authors from 28 countries using bibliometric text analysis approaches. provides useful insights into the present status literature, providing recommendations to scholars educators this sector. highlighted use technology improve teaching by evaluating data. findings have consequences for academics, educators, policymakers, allowing them better understand current propose prospective topics future

Language: Английский

Citations

37
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners DOI Creative Commons
Isabell Runge, Rebecca Lazarides, Charlott Rubach

et al.

Computers & Education, Journal Year: 2023, Volume and Issue: 198, P. 104761 - 104761

Published: Feb. 20, 2023

Teachers' competence-related beliefs are crucial in determining teachers' professional competence and instructional quality. However, the context of technology-enhanced teaching, studies regarding beliefs, specifically dimensions their relations to quality, limited. Against this backdrop, purpose present study is twofold: The first test factorial structure a measure that assesses dimension empowering learners with its subdimensions differentiation actively engaging based on European Framework for Digital Competence Educators (DigCompEdu). second examine between reported use digital technologies enhance classroom management, cognitive activation, supportive climate. Based data from 145 teachers (73.1% female), both were analyzed using various approaches structural equation modeling. results supported bifactor confirmatory factor analysis model general defined as well two representing learners. positively related teacher-reported Understanding about quality teaching relevant teacher education address learners' diverse learning needs, promote active creative engagement.

Language: Английский

Citations

34
Teacher educators’ professional agency in facilitating professional digital competence DOI Creative Commons
Ilka Nagel, Gréta Björk Guðmundsdóttir, Hilde Wågsås Afdal

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 132, P. 104238 - 104238

Published: July 6, 2023

This study builds on a comprehensive conceptualisation of teachers' professional digital competence (PDC) that goes beyond the use technology for teaching and learning. We investigate teacher educators' facilitation not only generic didactic but also profession-oriented transformative aspects. Drawing agency, we analysed interviews with educators in Norway. Most them neglected PDC The interplay competence, colleagues, task perception, course descriptions contributes to their facilitation. findings imply need move tool focus increase collaboration among educators.

Language: Английский

Citations

23
Systematic review of quantitative research on digital competences of in-service school teachers DOI
Magdalena Claro, Carolina Castro-Grau,

Juan Manuel Ochoa

et al.

Computers & Education, Journal Year: 2024, Volume and Issue: 215, P. 105030 - 105030

Published: March 26, 2024

Language: Английский

Citations

14
Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era DOI Creative Commons

Rasdiana Rasdiana,

Bambang Budi Wiyono, Ali Imron

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(3), P. 266 - 266

Published: March 4, 2024

The educational landscape has been significantly influenced by the rapid development of technology, especially in instructional process. Examining teachers’ professional digital competence (TPDC) Indonesia, a developing country, is utmost importance. It vital to comprehend extent among teachers identify potential gaps and areas for improvement through training programs. This investigation aims shed light on disparities formulate strategies bridge divide. In this context, principal’s e-supervision (PIS) technology leadership (PTL) play pivotal role nurturing school’s culture (SDC). crucial ensuring effectiveness collaborative learning process that meets needs students digital-savvy era. Therefore, study delves into structural impact PIS PTL TPDC mediated SDC. Quantitative methods were employed address research hypotheses equation modeling (SEM) analysis with AMOS, utilizing inner outer model techniques. Carried out seven senior high schools involved 257 productive randomly selected from population 450. findings revealed directly influences TPDC, albeit most negligible coefficient (0.192). Simultaneously, impacts SDC (0.663) (0.229). Moreover, (0.816). However, direct more substantial than TPDC. Consequently, suggests will profoundly influence when (0.541). these results, recommends application principal leadership-based humbleness future research.

Language: Английский

Citations

9
Digital competence in early childhood education: A systematic review DOI
Jiahong Su, Weipeng Yang

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(4), P. 4885 - 4933

Published: July 11, 2023

Language: Английский

Citations

20
The Influence of School Culture and Work Motivation on School Quality in Vocational Schools DOI Creative Commons
Khoirul Anwar,

Azhariah Rahman,

Muhammad Nurwahidin

et al.

Tafkir Interdisciplinary Journal of Islamic Education, Journal Year: 2023, Volume and Issue: 4(3), P. 430 - 445

Published: Aug. 2, 2023

This article describes the influence of school culture and work motivation on quality at SMKN 1 Pungging Mojokerto. has used quantitative research with a descriptive approach. The population in this study were all teachers Mojokerto, totaling 111, while people 87 respondents. results showed that 1. School significantly influences significance value t 0.00. 2. Work affects 0.000. 3. Simultaneously, calculated F 32.876 an 0.000 regression coefficient R2 43.9%.

Language: Английский

Citations

19
Philosophical underpinnings of digital citizenship through a postdigital lens: Implications for teacher educators’ professional digital competence DOI Creative Commons
Alex Örtegren

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 29(4), P. 4253 - 4285

Published: July 4, 2023

Abstract Embedded in society, digital infrastructure has changed citizens’ lives. Young people therefore need to develop competence and citizenship, schools have an important role this regard. To prepare new schoolteachers for role, teacher educators (TEDs) professional (PDC) that includes knowledge, competences, a conceptual understanding teach teaching citizenship. In light of the limited body research on theorizing citizenship relation TEDs’ PDC, paper critically analyzes three conceptualizations Being potentially normative part latest phase development field, these could shape PDC practice. qualitative content analysis selected conceptualizations, uses postdigital lens bring into focus analyze aspects philosophical underpinnings related socio-technical relations. The results show convey different understandings human–technology relations knowledge competences necessary exercise These differences far-reaching implications ways impact students’ opportunities Therefore, needs include critical post-pandemic juncture “new normal” provides rethink reframe PDC. end, can shift how is contingent shifting entanglements which pedagogical activities are situated orchestrated, relate broader issues injustice society.

Language: Английский

Citations

14