Eine Skala zur Selbsteinschätzung digitaler Kompetenzen bei Lehramtsstudierenden

Rubach, Charlott; Lazarides, Rebecca

doi:10.1007/s35834-019-00248-0

Cited by 40 publications

(20 citation statements)

References 32 publications

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“…Still, universities should not leave any student behind, and take account of students without access to technology for participating in an ad-hoc digital semester. Individual computer skills were rated as rather high, with the ability to share digital information more pronounced than the ability to use different programs (see Rubach & Lazarides, 2019). In addition, the digital semester seems to have implications regarding the number of courses students aim to participate in.…”

Section: Discussionmentioning

confidence: 99%

“…Self-assessments of students' digital literacy can shed light on the extent to which students have achieved proficiency. Inter alia, competencies regarding the use of digital tools as well as information seeking or information sharing behavior seem to be important (Hong & Kim, 2018;Rubach & Lazarides, 2019;Weber et al, 2018), especially with regard to social distancing enforcement exacerbated by the corona pandemic. In fact, a Muilenburg and Berge (2005) study underscores the importance of recording digital skills and its relationship to other factors.…”

Section: Information and Computer Literacymentioning

confidence: 99%

See 1 more Smart Citation

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Handel¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2020

Preprint

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Across the globe, 2020 terms began under conditions incited by the corona pandemic. Within a relatively short amount of time, universities started to develop and implement online courses for distance learning. These changes in learning and teaching may well have been a challenge for students.The current study is about an online survey at a German full-scale university investigating the unique circumstances under which students began the digital 2020 summer term. Of approximately 38,500 students, N = 5,563 students from across all institutional faculties took part in the survey. Results indicate how well students are equipped with devices for digital learning; what kind of experiences they have already made with online learning; and how competent they reported feeling regarding digital learning. Moreover, group differences between faculties, degrees, and gender were investigated. The study provides important insights into digital higher education during the exceptional pandemic situation. The results are intended to feed into student counselling systems via support by way of access to devices or courses regarding digital key competences, or through counselling for students with special social burdens.

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Section: Discussionmentioning

confidence: 99%

Section: Information and Computer Literacymentioning

confidence: 99%

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Handel¹,

Bedenlier²,

Gläser‐Zikuda³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Further impetus can be found as regards digitalization directly. While the digital investment pact of 2019 afforded schools 5 billion Euros to promote digital tools and infrastructure has been criticized for its bureaucratic nature and inability to affect meaningful change (Scheller 2019), monies in the Covid-19 emergency fiscal package to finance system administrators in schools heralds acknowledgement of a long-abiding demand (bpv 2020; D64 2020). Recommendations of educational researchers who advocate universal access for learners, better infrastructure, and thoroughgoing professional development opportunities have likewise gained increased attention (Maaz and Jungkamp 2020).…”

Section: A Look Ahead: An Optimistic Perspectivementioning

confidence: 99%

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

Blume

2020

Postdigit Sci Educ

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After closing public schools in early 2020 to slow the spread of Covid-19, attempts to provide continuity of education in Germany by means of digital tools faltered in variety of ways, with insufficient competence and inadequate technology leading to inequitable access and uneven implementation. Understanding how German teachers were caught unprepared in this time of crisis, especially in comparison with their European neighbors, requires an examination of their habitus as discussed by Bourdieu and Wacquant (1992) that accounts for their behaviors beyond existing models regarding technology acceptance. Drawing on existing sociological and media-related studies, this contribution will describe the attitudes of German teachers and educational decision-makers in light of their digital, cultural, and educational habitus to provide a partial explanatory account for the current state of affairs. It will show how traditional skepticism for innovation among teachers in general, and German teachers in particular, is reinforced by demographic and sociological characteristics of the German teacher population and the nature of German schooling. After describing extant conditions regarding digitally mediated educational experiences during the initial Covid-19 phase in Germany based on emerging data, this article will subsequently identify prospective issues in this area in the near future. While the transition to digital teaching and learning has the potential to bring about a number of challenges, early data suggests that a possibility of significant positive development may occur as well. Based on these indications, the article will conclude with implications for teacher professionalization going forward.

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“…teachers who have entered the teaching profession (Eickelmann 2011;Hämäläinen et al 2021;Tondeur, Petko et al 2020). Among these factors, attitudes, self-efficacy, ICT experience and ICT competencies have been identified as significant and relevant elements related to ICT use (Drossel et al 2016;Knezek & Christensen, 2016;Grafe & Breiter, 2014;Rubach & Lazarides, 2019;Spiteri & Rundgren, 2020). However, even though considerable efforts have been made to identify the determinants of and barriers to ICT integration and thus to support teachers with integrating ICT into their classroom practice (Baturay et al 2017;OCED 2014), the literature shows that teachers still infrequently use ICT (Tondeur et al 2013;Uerz et al 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, pre-service teachers report that ICT-related content is not discussed in-depth in their teacher training programmes (Jäger-Biela et al 2020) and that they do not feel prepared to effectively integrate ICT into their teaching practices (Gill et al 2015;Tondeur et al 2017). Consequently, there is still no clear picture of pre-service teachers' digital competencies (Rubach & Lazarides, 2019).…”

Section: Introductionmentioning

confidence: 99%

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

Pozas

2021

Tech Know Learn

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Despite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing schools around the world to close for an indefinite period of time and thus to offer remote digital learning solutions. Against this background, this study focused on examining the predictors of pre-service teachers’ prospective ICT use and investigated the heterogeneous results of previous research related to ICT use and gender. Following the ‘will, skill, tool’ framework, the study examined relevant factors of pre-service teachers’ (N = 103) prospective ICT use for teaching and learning processes by means of multiple regression analyses. The analyses included pre-service teachers’ background characteristics, ICT profiles (attitudes and self-efficacy), digital competencies and use of digital tools in order to explore their role in future in-class use of ICT. They also show that there are no gender differences in pre-service teachers’ prospective ICT integration. However, male pre-service teachers hold more positive attitudes towards ICT use than their female counterparts. Additionally, the findings reveal that the two strongest predictors of pre-service teachers’ future ICT use are their attitudes and perceived competency to teach and implement technology in their teaching practices. Finally, the results provide important information about teachers’ training needs. Implications of the results and further research are discussed.

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Eine Skala zur Selbsteinschätzung digitaler Kompetenzen bei Lehramtsstudierenden

Cited by 40 publications

References 32 publications

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

Do Students have the Means to Learn During the Coronavirus Pandemic? Student Demands for Distance Learning in a Suddenly Digital Landscape

German Teachers’ Digital Habitus and Their Pandemic Pedagogy

“Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use

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