Computers in the Schools,
Год журнала:
2024,
Номер
41(3), С. 263 - 280
Опубликована: Июль 2, 2024
This
study
examines
future
teachers'
self-perception
regarding
competences
related
to
the
environmental
impact
of
digital
technologies.
The
sample
includes
1948
participants
(235
men
and
1713
women)
selected
through
incidental
sampling
from
Faculty
Education
Sciences
at
University
Seville.
validated
instrument
used
was
Teacher's
Digital
Competence
Eco-responsible
Use
Technology
Scale.
Results
indicated
that
had
received
less
than
optimal
training
limited
knowledge
about
technologies
their
impact.
concludes
it
is
necessary
establish
on
development
link
educational
technologies,
starting
institution,
with
aim
guaranteeing
achievement
Sustainable
Development
Goals
(SDGs).
Pixel-Bit Revista de Medios y Educación,
Год журнала:
2024,
Номер
69, С. 131 - 168
Опубликована: Янв. 1, 2024
SELFIE
es
una
de
las
herramientas
más
populares
para
determinar
la
competencia
digital
los
centros
educativos
a
partir
información
generada
por
equipos
directivos,
alumnos
y
docentes.
Sin
embargo,
no
existe
sobre
en
qué
medida
este
instrumento
informes
que
genera
aportan
específica
docentes
según
áreas
e
indicadores
establecidos
DigCompEdu.
A
través
un
Delphi
modificado
dos
rondas
con
19
expertos,
se
intentó
averiguar
herramienta
(y
medida)
corresponden
DigCompEdu
relación
entre
ocho
establecidas
seis
del
marco
Los
resultados
revelan
correspondencias
indicadores,
especialmente
como
enseñanza
evaluación.
Además,
demuestra
ambos
modelos
están
interrelacionadas,
lo
sugiere
datos
generados
centro.
El
texto
aboga
continuar
localizando
diseñando
instrumentos
puedan
medir
manera
válida
rigurosa.
Social Sciences & Humanities Open,
Год журнала:
2024,
Номер
10, С. 100937 - 100937
Опубликована: Янв. 1, 2024
The
study
focused
on
examining
the
self-perceived
digital
competences
of
Lebanese
school
teachers
and
compared
their
opinions
to
those
leaders.
aimed
investigate
whether
competence
levels
meet
needs
schools
as
perceived
by
European
Framework
for
Digital
Competence
Educators
(DigCompEdu)
was
used
a
framework
that
proposes
comprehensive
set
specifically
designed
educators.
findings
revealed
while
excel
in
handling
resources,
they
lack
promoting
learners'
literacy
skills
utilizing
tools
communication,
collaboration,
problem-solving.
Additionally,
leaders
had
different
opinion
regarding
teachers'
competences,
indicating
support
safe
responsible
use
managing
resources.
mixed-method
approach
cross-sectional
descriptive
design
with
survey
sample
size
170
in-service
an
interview
10
from
variety
schools.
Frontiers in Artificial Intelligence,
Год журнала:
2024,
Номер
7
Опубликована: Окт. 17, 2024
Artificial
Intelligence
in
Education
(AIEd)
offers
advanced
tools
that
can
personalize
learning
experiences
and
enhance
teachers'
research
capabilities.
This
paper
explores
the
beliefs
of
425
university
teachers
regarding
integration
generative
AI
educational
settings,
utilizing
UTAUT2
model
to
predict
their
acceptance
usage
patterns
through
Partial
Least
Squares
(PLS)
method.
The
findings
indicate
performance
expectations,
effort
expectancy,
social
influence,
facilitating
conditions,
hedonic
motivation
all
positively
impact
intention
behavior
related
use
AIEd.
Notably,
study
reveals
with
constructivist
pedagogical
are
more
inclined
adopt
AIEd,
underscoring
significance
considering
attitudes
motivations
for
effective
technology
education.
provides
valuable
insights
into
factors
influencing
decisions
embrace
thereby
contributing
a
deeper
understanding
contexts.
Moreover,
study's
results
emphasize
critical
role
orientations
utilization
technologies.
Constructivist
educators,
who
student-centered
active
engagement,
shown
be
receptive
incorporating
AIEd
compared
transmissive
counterparts,
focus
on
direct
instruction
information
dissemination.
distinction
highlights
need
tailored
professional
development
programs
address
specific
needs
different
teaching
philosophies.
Furthermore,
comprehensive
approach,
various
dimensions
model,
robust
framework
analyzing
Edutec Revista Electrónica de Tecnología Educativa,
Год журнала:
2024,
Номер
88, С. 24 - 41
Опубликована: Июнь 28, 2024
El
cierre
físico
de
las
instituciones
educativas
durante
la
pandemia
planteó
nuevos
retos
para
los
autores
educativos
que
tuvieron
adoptar
sobre
marcha
nuevas
herramientas
virtuales
su
proceso
enseñanza-aprendizaje.
En
este
sentido,
el
presente
trabajo
analiza
forma
cuantitativa
uso
un
simulador
virtual
disponible
en
web
como
una
estrategia
educativa
vinculada
a
prácticas
laboratorio
desarrolladas
asignatura
Microscopía
y
Microanálisis
universidad
ecuatoriana.
Siguiendo
premisas
docentes
desarrollo
práctica,
30
estudiantes
experimentaron
manejo
del
contestaron
cuestionario
ad
hoc,
donde
se
evaluó
tanto
competencias
académicas
adquiridas.
Los
resultados
evidencian
valores
altos
positivos
percepción
estudiantil
concibió
al
experiencia
interesante
e
innovadora.
Esto
discute
entornos
alternativa
académica
disciplinas
con
componente
práctico.
Educational Technology Quarterly,
Год журнала:
2024,
Номер
2024(3), С. 298 - 318
Опубликована: Сен. 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.
Technology Knowledge and Learning,
Год журнала:
2024,
Номер
unknown
Опубликована: Ноя. 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.
Advances in educational technologies and instructional design book series,
Год журнала:
2024,
Номер
unknown, С. 171 - 204
Опубликована: Окт. 25, 2024
Due
to
the
changing
needs
of
labour
market,
which
are
caused
by
rapid
development
digital
technologies,
computational
thinking
and
competences
at
youngest
children
is
already
started
in
pre-school
education.
Teaching
with
technologies
increases
children's
motivation
learn,
develops
creativity,
independent
thinking,
ability
solve
problems,
has
many
other
benefits,
build
on
develop
further
primary
schools
The
Czech
Republic,
support
European
Union,
actively
implementing
digitization
education
through
curriculum
reform
investments
related
implementation
revised
equipping
advanced
learning
tools.
goal
from
increase
number
IT
professionals,
improve
skills
among
population
ensure
long-term
employment.
