Development of Student Teachers’ Digital Competence in Teacher Education - A Literature Review

Røkenes, Fredrik Mørk; Krumsvik, Rune Johan

doi:10.18261/issn1891-943x-2014-04-03

Cited by 140 publications

(99 citation statements)

References 83 publications

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“…They include both cognitive and technical aspects. However, it should be stressed that the use of digital technologies in teaching differs significantly from other professions [24,25]. In the context of education sciences, the digital competences of a student, as a future teacher, also include good pedagogical and didactic evaluation and understanding the impact of digital technologies on learning strategies and the digital Bildung of pupils and students [26].…”

Section: Pedagogical Entrepreneurship In the Remote Study Processmentioning

confidence: 99%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

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Section: Pedagogical Entrepreneurship In the Remote Study Processmentioning

confidence: 99%

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Slišāne

Rubene

2021

Sustainability

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“…Being digitally competent means to have various skills (e.g., cognitive, emotional and practical) for using digital devices (Eshet-Alkali & Amichai-Hamburger, 2004). Teachers' use of such devices might differ from the use of the devices in other professions, as the use requires adequate pedagogic-didactic evaluation and an awareness of its implications for learning (e.g., Røkenes & Krumsvik, 2014). Tømte (2013) found that the use of digital devices as part of a discipline makes up part of teaching practice at teacher education institutions.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A balancing Act – Perceptions of how Teachers in Norwegian and Mathematics combine Digital and Analogue Devices

Wollscheid¹,

Tømte²,

Flittig-Aardalen³

et al. 2021

NJDL

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Focusing on the teacher perspective, this article explores how teachers perceive their use of analogue and digital devices (Chromebooks) in classrooms with one-to-one coverage of digital devices for students. We study the subjects Norwegian and mathematics. Interview data of teachers and classroom observation data were collected longitudinally, at three different points in time, at one lower secondary school in Norway. Combining an inductive and deductive strategy, for each subject we found three teacher perspectives on the continuum, from being analogue oriented, to balanced, to digital oriented. Overall, findings reveal that both digital and analogue devices are used, and are perceived as useful in combination, in both Norwegian and mathematics. Teachers in mathematics do however appear to have a somewhat stronger preference for analogue devices. Further, our data illustrate that digital and analogue devices are perceived as complementary, and are used in a balanced or critical way by professional, digitally competent teachers. These teachers also demonstrate clear class leadership including engaging in conversations with their students. In general, we get a more valid picture of the actual phenomena on how analogue and digital devices are used in the classroom over time, with respect to first-order changes and second-order changes for teachers in mathematics and Norwegian. Drawing on data from the specific context of one lower secondary school, we provide some implications for further research.

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Section: Introductionmentioning

confidence: 99%

“…More recently, Røkenes and Krumsvik (2014) reviewed a vast number of studies on teachers’ use of ICT in the classroom, revealing that the effectiveness of implementing ICT in schools may partly rely on Students’ digital competence ( Røkenes and Krumsvik, 2014 ; Wu et al, 2022 ) as well as on how effectively teachers can implement and use ICT for teaching and learning. Indeed, strong correlations have been found between teachers’ digital competence and Students’ subject learning outcomes in Norwegian secondary schools ( Røkenes and Krumsvik, 2014 ). ICT in education can be used for a variety of different purposes, such as active teaching and learning through Students’ involvement ( Ghavifekr and Quan, 2020 ), improving Students’ understanding of key concepts or developing content knowledge and specific abilities, as well as a correlating improvement in their learning results ( Furman et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

2022

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Studies on the determinants of school results have shown that they depend largely on the context of learning. Concerning the pandemic, teachers have been forced to find online teaching methods, which leads us to the central issue of this study of whether the effectiveness of online education depends on teachers’ digital skills. Therefore, in this study, we analyzed the perceived digital competences of Romanian pre-tertiary cycle teachers about their professional status, school location, gender, age, taught field, and prior participation in training for online teaching. Using data from 3,419 self-completed questionnaires in an online survey of teachers performed at the beginning of the global lockdown in March 2020, we have built two reliable measures of perceived digital skills, namely the Self-Assessed Multimedia and Online Skills Score (SMOS) and the Self-Assessed Digital Office Skills Score (SDOS), which were the dependent variables in our study. Hierarchical linear regressions were used to test the hypotheses regarding the variations of dependent variables, measuring the two concepts of self-assessed digital skills (SMOS and SDOS). These concepts underlined that both decrease with age and are positively affected by prior attendance at training sessions for online teaching skills and by having ICT and informatics as a taught subject field. However, teachers of all specialties are relatively significantly less skilled in this field. The most important results concern the impact of gender and professional status on the teachers’ self-assessed digital competences. In summary, it appears that self-assessed office digital skills are a specialism demonstrated mainly by female teachers, while multimedia and online skills are perceived by teachers to be a “male” domain. Simultaneously, net of the other variables, a higher status within the teaching profession correlates positively with perceived office digital skills. Lastly, implications for future research, as well as for educational interventions and policies, are discussed.

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Development of Student Teachers’ Digital Competence in Teacher Education - A Literature Review

Cited by 140 publications

References 83 publications

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process

A balancing Act – Perceptions of how Teachers in Norwegian and Mathematics combine Digital and Analogue Devices

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

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