Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition

Guillén‐Gámez, Francisco D.; Mayorga-Fernández, Ma José; Bravo‐Agapito, Javier; Escribano-Ortiz, David

doi:10.1007/s10758-019-09432-7

Cited by 111 publications

(96 citation statements)

References 51 publications

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“…Esteve-Mon et al (2020) confirmed that female pre-service teachers were less qualified than men in solving technical problems and programming. Besides, different studies have concluded that male pre-service teachers generally have higher digital competences than female preservice teachers (Casillas-Martín et al, 2019;Guillén-Gámez et al, 2020). In this respect, it can be stated that the results obtained were useful in terms of paralleling the literature as well as specifically presenting the differences between male pre-service teachers and female pre-service teachers.…”

Section: Discussionmentioning

confidence: 60%

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey

Çebi

Reisoğlu

2020

J. New Approaches Educ. Res.

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This study aims to know the opinions of pre-service teachers on their digital competence and to determine whether these opinions vary according to gender, branch and perceived level of digital competence. In this study, a cross-sectional survey model was used. In such a context, the study was conducted with 518 pre-service teachers who were studying in different provinces of Turkey. The study used a digital competence questionnaire as a data collection tool. When the results were evaluated, it can be said that the digital competence of pre-service teachers is moderate and that it varies significantly according to gender, branch and perceived level of digital competence. It is thought that the results of this study will guide the researchers as they reveal the needs of the pre-service teachers and contain information about what should be focused on the training or activities to be organized to meet these needs.

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Section: Discussionmentioning

confidence: 60%

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey

Çebi

Reisoğlu

2020

J. New Approaches Educ. Res.

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“…At the same time, research on this subject also includes an analysis of factors that can be identified as possible incidents in the development of digital teaching skills such as the nature of the education center, which constitutes a determining factor in the development of digital teaching skills [40]. In turn, other variables such as gender, previous ICT training, teacher qualifications, teaching experience, and the sociocultural context may have a direct impact on the level of digital competence presented [41][42][43][44][45][46].…”

Section: Introductionmentioning

confidence: 99%

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

et al. 2020

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The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.

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“…Some studies have shown that ICT can make a great contribution to improving student learning [8,9]. Many of these scientific investigations have focused on finding out the effects of ICT on student performance [10,11]. However, few studies have focused on identifying the attitudes of teachers towards ICT, specifically in higher education in an international context and very few in the Spanish context [12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Guillén‐Gámez

Mayorga-Fernández

2020

Sustainability

Self Cite

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The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

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Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition

Cited by 111 publications

References 51 publications

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey

Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

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