Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems,
Год журнала:
2024,
Номер
70, С. 57 - 65
Опубликована: Янв. 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.
Education and Information Technologies,
Год журнала:
2024,
Номер
unknown
Опубликована: Май 20, 2024
Abstract
This
study
examines
the
relation
between
K-12
teachers’
trust
in
artificial
intelligence
(TAI),
their
knowledge
of
AI
(KAI),
and
digital
competence
(DC).
It
further
TAI
age,
sex,
teaching
experience
International
Standard
Classification
Education
(ISCED)
levels.
The
employed
a
comprehensive
validated
instrument
used
sample
211
primary
secondary
school
teachers.
results
show
that
there
is
significant
positive
all
three
variables
KAI
robust
substantial
predictor
TAI.
In
absence
KAI,
DC
ceases
to
exist.
addition,
teachers
with
different
levels
do
not
differences
attitudes
towards
AI.
Results
independent
ISCED
level
this
contributes
valuable
insights
into
complex
interplay
TAI,
DC,
providing
practical
implications
for
policy,
teacher
preparation
professional
development
rapidly
evolving
landscape
integration
education.
Education Sciences,
Год журнала:
2024,
Номер
14(4), С. 384 - 384
Опубликована: Апрель 6, 2024
Schools
need
teachers’
professional
performance
to
ensure
the
quality
of
educational
output.
Therefore,
this
research
explores
based
on
digital
literacy,
grit,
and
instructional
mediated
by
teaching
creativity.
The
participants
are
465
junior-
high-school
teachers
in
Indonesia.
Structural
equation
modeling
(SEM)
is
utilized
data
analysis,
along
with
common
method
bias
correlational
descriptive
analyses.
results
show
a
significant
relationship
between
creativity
teacher
performance.
Teaching
also
has
mediates
influence
This
finding
promotes
new
empirical
model
causal
quality,
through
Consequently,
it
proposed
that
creativity,
high-quality
instruction
can
all
improve
order
advance
future,
practitioners
researchers
should
discuss,
modify,
possibly
even
adopt
model.
Advances in educational technologies and instructional design book series,
Год журнала:
2025,
Номер
unknown, С. 395 - 424
Опубликована: Янв. 2, 2025
In
the
post-truth
era,
where
fake
news
abounds,
advancements
in
artificial
intelligence
(AI),
particularly
conversational
AI,
are
producing
tools
capable
of
generating
increasingly
human-like
text.
This
mixed-methods
study
explores
future
teachers'
perceptions
about
ability
AI
to
write
argumentative
texts.
To
this
aim,
a
group
87
pre-service
teachers
compared
two
anonymised
texts:
an
AI-generated
one
and
text
written
by
fellow
student.
Results
indicate
that
most
participants
believed
would
outperform
human-written
exam,
though
opinions
were
divided
on
which
conveyed
more
emotions.
Participants
generally
associated
better
writing
information
richness
with
while
they
linked
subjectivity
emotivity
human
author.
However,
not
all
correctly
identified
author
each
text,
highlighting
need
for
further
preparation
current
abilities
limitations.
Kuramsal Eğitimbilim,
Год журнала:
2025,
Номер
18(1), С. 81 - 105
Опубликована: Янв. 29, 2025
In
the
information
age,
individuals’
ability
to
access,
use,
and
transfer
is
fundamental
for
personal
professional
success.
Digital
research
literacy
are
critical
skills
that
strengthen
teachers’
competencies
in
contemporary
educational
processes.
This
study
examines
correlation
between
proficiency
digital
their
literacy.
A
quantitative
approach
utilized,
employing
a
relational
survey
design.
The
sample
consists
of
all
subject-area
educators
who
employed
central
district
within
eastern
region
Türkiye.
total
604
teacher
participated
online
Data
gathering
entails
utilization
“Personal
Information
Form”
devised
by
researchers,
conjunction
with
“Digital
Literacy
Scale”
“Research
Scale,”
which
have
undergone
meticulous
testing
ensure
validity
reliability.
According
normality
analyses,
data
not
normally
distributed.
Mann-Whitney
U,
Kruskal-Wallis
H
tests,
Spearman
Correlation
Analyses
were
used
as
analyses
findings
reveal
substantial
disparities
instructor
based
on
demographic
parameters
including
gender,
department,
computer
ownership,
daily
internet
usage
time.
Likewise,
there
differences
instructors’
level
education,
ownership
computers.
Moreover,
strong
positive
association
seen
skills,
suggesting
when
one
improves,
other
skill
also
improves.
These
emphasize
importance
addressing
development
Contemporary Educational Technology,
Год журнала:
2025,
Номер
17(2), С. ep577 - ep577
Опубликована: Март 17, 2025
Constant
teacher
training
and
up-dating
is
fundamental
to
provide
quality
teaching
learning.
Digital
competences
are
among
the
skills
that
teachers
must
acquire
in
order
improve
learning
processes.
The
aim
of
present
study
was
review
scientific
production
last
five
years
regarding
digital
competence
(TDC).
To
this
end,
preferred
reporting
items
for
systematic
reviews
meta-analyses
methodology
used,
performing
research
two
relevant
databases:
Scopus
Web
Science.
A
total
19
articles
met
pre-established
criteria
were
ultimately
selected
analyzed.
thorough
analysis
documents
conducted
with
ATLAS.ti
software.
analyze
co-occurrence
keywords,
VOSviewer
employed.
main
results
show
increasing,
studies
mostly
focused
on
exploring
level
TDC,
which
usually
low.
samples
mainly
composed
secondary
education
teachers.
This
concludes
by
highlighting
need
develop
programs
improvement
TDC
carry
out
further
line.
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 28, 2025
The
integration
of
digital
technologies
into
education
represents
a
significant
evolution
in
the
pedagogical
landscape,
with
potential
to
enhance
accessibility,
engagement,
and
personalization
learning.
This
review
synthesizes
current
trends,
challenges,
innovations
within
learning,
emphasizing
impact
artificial
intelligence
(AI),
virtual
reality
(VR),
online
platforms
on
student
achievement.
It
highlights
importance
addressing
technical,
pedagogical,
socioeconomic
challenges
ensure
equitable
access
technology.
Successful
initiatives
like
Open
University
illustrate
learning's
improve
educational
outcomes.
also
anticipates
future
directions,
including
expanding
role
AI,
VR,
mobile
blockchain
education.
concludes
strategic
recommendations
for
educators
policymakers
adopt
best
practices,
prioritize
infrastructure
development,
focus
continuous
professional
development
leverage
benefits
As
enters
an
era
transformation,
collaborative
approach
among
stakeholders
will
be
essential
creating
inclusive
effective
learning
environment
future.
Education and Information Technologies,
Год журнала:
2024,
Номер
29(16), С. 22057 - 22083
Опубликована: Май 7, 2024
Abstract
The
aim
of
this
study
is
to
determine
teachers’
digital
competency
on
the
basis
European
DigCompEdu
framework
and
its
relationships
with
some
demographic
teacher
characteristics.
It
was
designed
as
a
cross–sectional
survey
within
quantitative
research
paradigm.
sample
consisted
368
(199
male
169
female)
teachers
working
in
major
city
located
Central
Anatolia
Türkiye
during
2021–2022
academic
year.
Data
were
collected
through
questionnaire
including
Digital
Competencies
Scale
for
Educators
questions
regarding
professional
characteristics
such
age,
gender,
subject
taught,
educational
background,
school
level
location
employment.
findings
reveal
that
participating
are
at
integrator
(B1)
average
those
who
male,
teach
math
science
related
courses,
have
postgraduate
degree,
work
metropolitan
cities
more
digitally
competent
than
their
counterparts.
Teachers’
independent
age
type
whereas
it
positively
moderately
associated
number
devices
had.
Furthermore,
regression
analysis
explains
25%
variance
information
technology
being
significant
predictors.
