Digital Teaching Competence and Space Competence with TPACK in Social Sciences

Abstract

Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 421). A mixed methodology has been implemented, with a descriptive cross-sectional approach as well as inferential analysis based on a questionnaire (α ≥ .918) and the tasks carried out by the sample. The results show a poor didactic use of technologies while confirming the acquisition of knowledge about geolocation. This corroborates the benefits of applying an improvement in the digital competence of teachers in training.

Attitudes Towards using Digital Technologies in Education as an Important Factor in Developing Digital Competence: The Case of Slovenian Student Teachers

“…However, being aware of the aim of ensuring that students gain adequate literacy and numeracy skills with the ability to use ICT during their compulsory education [41] along with the clear understanding of under-use of digital technologies by the student teachers (which is reflected in the Ministry call for project "Developing innovative methods of teaching and learning in ITE pro-grammes" proposals in this direction) the policy makers should make a step forward. Afterall, the Ministry has an important role in the final accreditation and reaccreditation [31] of each study programme, which provides the policy makers the opportunity (and the responsibility) to take a stand on the mandatory integration of digital competence in ITE programmes.…”

“…In Slovenia, as in all European countries, the teaching profession is a regulated profession, which means that minimum qualifications are required to become a teacher [31]. According to the [32], [33] and [34], primary and secondary school teachers need to obtain a master's level of formal education; they can choose different educational paths to acquire the appropriate qualification.…”

“…the Faculty of Arts, the Faculty of Mathematics, etc.). The higher education institutions that deliver initial teacher education usually have a great deal of autonomy in developing programme content [31].…”

“…For the purposes of accreditation, the composition and content of the study programme and the concept of its delivery are examined [36]. Prior to final accreditation, the SQAA acquires the opinion of the Ministry of Education, Science and Sport [31]. Each study programme consists of various elements, including the aims of the programme, the proposed competencies and the courses that would be taught within the study program.…”

“…The report Digital Education at School in Europe [31] categorizes Slovenia in a group of countries in which teacher digital competence is included in general teacher competence frameworks (as opposed to countries in which there is a specific digital competence framework). In addition, Slovenia is also included in a group of countries where teacher-specific digital competences are not subject to the regulations for ITE issued by top-level authorities, which results higher education institutions delivering ITE are autonomous in deciding on including digital competence as a part of ITE curriculum.…”