Developing professional digital competence in Norwegian teacher education: a scoping review DOI Creative Commons

Sigrun Lindaas Norhagen,

Rune Johan Krumsvik, Fredrik Mørk Røkenes

и другие.

Frontiers in Education, Год журнала: 2024, Номер 9

Опубликована: Апрель 12, 2024

The widespread use of educational technology in schools compels teachers to seamlessly integrate while developing students’ digital competence. As continually evolves, competence becomes a dynamic target. Thus, teacher education must effectively prepare student teach with technology. Researchers are increasingly examining the concept teachers’ and how supports acquisition skills for future employability. In Nordic countries like Norway, term Professional Digital Competence (PDC) frames teacher’s essential knowledge using teaching learning. Despite this focus, there’s limited understanding Norwegian fosters PDC. This scoping review investigates current research on PDC its implementation within education. Findings from numerical thematic analysis offer insights into prevalent types research. Thirty-four peer-reviewed papers were identified coded along three dimensions: (1) theoretical perspectives, (2) questions methods, (3) application implementation. reveals predominant focus educator perceptions or self-assessments when measuring Our findings show that professional is diverse multifaceted. However, there gaps state knowledge. To address this, we propose definition framework guide educators. Future should broaden participant profiles involve more group

Язык: Английский

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

и другие.

International Journal of Educational Research, Год журнала: 2024, Номер 126, С. 102381 - 102381

Опубликована: Янв. 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.

Язык: Английский

Процитировано

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

и другие.

Sustainability, Год журнала: 2022, Номер 14(21), С. 14549 - 14549

Опубликована: Ноя. 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

Язык: Английский

Процитировано

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

Kawther Aboud Alharahasheh,

Mohammad Zakaria AlQudah

и другие.

Cogent Education, Год журнала: 2023, Номер 10(2)

Опубликована: Ноя. 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

Язык: Английский

Процитировано

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

и другие.

Computers & Education, Год журнала: 2023, Номер 198, С. 104761 - 104761

Опубликована: Фев. 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.

Язык: Английский

Процитировано

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

и другие.

Teaching and Teacher Education, Год журнала: 2023, Номер 132, С. 104238 - 104238

Опубликована: Июль 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.

Язык: Английский

Процитировано

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

Juan Manuel Ochoa

и другие.

Computers & Education, Год журнала: 2024, Номер 215, С. 105030 - 105030

Опубликована: Март 26, 2024

Язык: Английский

Процитировано

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

и другие.

Education Sciences, Год журнала: 2024, Номер 14(3), С. 266 - 266

Опубликована: Март 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.

Язык: Английский

Процитировано

9
The Influence of School Culture and Work Motivation on School Quality in Vocational Schools DOI Creative Commons
Khoirul Anwar,

Azhariah Rahman,

Muhammad Nurwahidin

и другие.

Tafkir Interdisciplinary Journal of Islamic Education, Год журнала: 2023, Номер 4(3), С. 430 - 445

Опубликована: Авг. 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%.

Язык: Английский

Процитировано

19
Digital competence in early childhood education: A systematic review DOI
Jiahong Su, Weipeng Yang

Education and Information Technologies, Год журнала: 2023, Номер 29(4), С. 4885 - 4933

Опубликована: Июль 11, 2023

Язык: Английский

Процитировано

16
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, Год журнала: 2023, Номер 29(4), С. 4253 - 4285

Опубликована: Июль 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.

Язык: Английский

Процитировано

13