Development of Digital Competence in Secondary Education Teachers’ Training

Fraile, María Napal; Vélez, Alicia; Lacambra, Ana María Mendióroz

doi:10.3390/educsci8030104

Cited by 122 publications

(100 citation statements)

References 14 publications

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“…Considering digital competence as one of the key competences recognized by the European Commission in the educational field, research continues to show, however, low ratings in this competence (mainly in content creation and problem solving) by future teachers [40]. These results are consistent with those obtained in the study by Cabero and Barroso [22], in which the competences associated with the TPACK model were evaluated in a sample of 1368 university students, and whose results revealed training lacks in the dimensions of pedagogical knowledge and of content.…”

Section: Discussionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.

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Section: Discussionmentioning

confidence: 99%

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

2019

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“…Different types of ICT skills, identified in the digital competence framework, include information literacy, communication using digital technologies, and the ability to resolve problems situated in digital environments [43]. Napal et al [44] indicated the importance of developing teachers' ICT competencies with particular emphasis on information literacy and safety, as well as ability to create digital contents. Professional development activities provide opportunities for teachers to engage in observation, discussion, planning, and practicing new skills.…”

Section: Skills and Practices On The Use Of Ictmentioning

confidence: 99%

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

Yamaguchi

Sukhbaatar

et al. 2019

Education Sciences

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This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.

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“…Personal characteristics, such as gender and age, can influence how teachers adopt different types of teaching innovation [19,20].…”

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confidence: 99%

Gender and Digital Teaching Competence in Dual Vocational Education and Training

et al. 2020

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In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.

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Development of Digital Competence in Secondary Education Teachers’ Training

Cited by 122 publications

References 14 publications

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia

Gender and Digital Teaching Competence in Dual Vocational Education and Training

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