Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge

Hernández, David Jiménez; Calatayud, Víctor González; Soto, Ana Torres; Mayoral, A.M.; Morales, J.

doi:10.3390/su12229473

Cited by 41 publications

(27 citation statements)

References 29 publications

(57 reference statements)

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“…In this study we have verified that university men students rating themselves higher than university women students in several sections of digital competencies such as information and data literacy, digital content creation and problem solving. We therefore agree with [58,71,72] whose work indicated that men have showed a better digital competence than women. However, there are also studies showing the opposite findings against the gender stereotypes associated with digital competence [73].…”

Section: Discussionsupporting

confidence: 91%

Digital Competence in Higher Education: Students’ Perception and Personal Factors

et al. 2021

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University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

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Section: Discussionsupporting

confidence: 91%

Digital Competence in Higher Education: Students’ Perception and Personal Factors

et al. 2021

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“…However, it should be noted that the differences between men and women are lower in this section; the difference between men and women exceeds 15% in only 12 items. Similar results have been found in the study with pre-service secondary school teachers by Jimenez-Hernández et al, which uses the DigCompEdu model [38] and another instrument [39,40].…”

Section: Discussionsupporting

confidence: 86%

Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement

2021

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The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

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“…In recent years, different studies analysed the digital competence of teachers and students taking the European Digital Competence Framework as a basis (DigComp), and almost always focusing on more than one or all of the competence areas [61][62][63][64][65][66][67]. Research was also conducted on the influence of social and personal variables such as gender, age, digital-device ownership, and activities performed using technology on the level of digital competence [68][69][70][71][72].…”

Section: Discussionmentioning

confidence: 99%

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

2021

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The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

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Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge

Cited by 41 publications

References 29 publications

Digital Competence in Higher Education: Students’ Perception and Personal Factors

Digital Competence in Higher Education: Students’ Perception and Personal Factors

Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

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