Discovering Digital Technology Training Challenges for Future-Ready Educator: A Preliminary Study from Trainer Perspective

Zeehan, Farah; Alias, Rose Alinda; Tasir, Zaidatun

doi:10.13189/ujer.2020.081403

Cited by 4 publications

(4 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…La integración de las tecnologías digitales en la práctica docente tiene un impacto considerable en el desarrollo de las competencias y habilidades digitales de los profesores (Herrera et al, 2018;Yelubay et al, 2020). En este trabajo, se articulan las competencias digitales con la práctica docente debido a que este tipo de competencias son un elemento clave para diseñar estrategias pedagógicas innovadoras que mejoran la experiencia de aprendizaje de los estudiantes (Zeehan et al, 2020).…”

Section: Resultados Del Análisis Vínculo Con La Práctica Docenteunclassified

Modelo TIC-PD: Descriptores de competencias digitales para la práctica docente

Reyes¹,

Cruz²

2021

View full text Add to dashboard Cite

Diversos investigadores han explorado el concepto de competencias digitales y su implicación en el escenario educativo. Como resultado, han surgido múltiples propuestas que describen las etapas y los niveles competenciales por los que debe transitar el docente para alcanzar una correcta incorporación de estas herramientas en el aula. Sin embargo, hacer una valoración de este tipo de competencias en el desarrollo de la práctica docente continúa siendo un desafío debido a las complejidades que representa la enseñanza. El objetivo de este trabajo fue construir un vínculo entre lo que conceptualmente se ha definido como competencias digitales, con las dimensiones que componen a la práctica docente como un acto multidimensional. Mediante un estudio cualitativo exploratorio y un enfoque de investigación documental, se generó una propuesta que involucra como elementos vinculantes a las habilidades digitales, los factores institucionales, sociales, personales, interpersonales, didácticos y valorales relacionados con el proceso de enseñanza y aprendizaje. El resultado fue un modelo llamado TIC-PD, que contiene una serie de descriptores que categorizan los diversos niveles de incorporación de las TIC desde la perspectiva de la complejidad de la práctica docente y que puede servir como un medio para valorar desde otra arista la forma en que el profesor está llevando a cabo la integración de las tecnologías en el aula.

show abstract

Section: Resultados Del Análisis Vínculo Con La Práctica Docenteunclassified

Modelo TIC-PD: Descriptores de competencias digitales para la práctica docente

Reyes¹,

Cruz²

2021

View full text Add to dashboard Cite

show abstract

“…As noted earlier, a prominent orientation in the extant literature is to connect future-readiness to Education 4.0 competencies, particularly digital skills. Zeehan et al (2020) observe that '"Future Ready" is a free, bold word to represent new efforts to maximise digital learning opportunities' (14).…”

Section: A Rejection Of Limiting Teaching and Learning To Skills-cent...mentioning

confidence: 99%

Future-readiness and its educational implications: A Daoist interpretation

Tan

2024

Research in Comparative and International Education

View full text Add to dashboard Cite

This paper explores the extent to which our past and present knowledge can help us to be future-ready, and suggests a theoretical basis for future-readiness. Drawing on the thought of the Daoist philosopher Zhuangzi, it is argued that future-readiness is primarily about having an open and flexible mindset where one responds appropriately to emerging realities and challenges. Two salient key Daoist principles that underpin the notion of future-readiness are ‘walking two roads’ ( liang xing) and ‘rightness of the present this’ ( yin shi). The former is about going beyond shi/fei distinctions – ‘this/right’ versus ‘not-this/wrong’ – to consider and harmonise alternatives to achieve the best possible outcome. The principle of ‘rightness of the present this’ refers to making the most appropriate response based on situational constraints. The major educational implications are a rejection of limiting teaching and learning to skills-centred education; an emphasis on unlearning; and the promotion of self-transformative education.

show abstract

“…For trainers and instructors who have been working for a long time, understanding these gadgets is difficult. The findings of Zeehan's (Zeehan et al, 2020) study point to the difficulty of teachers' preparation for new technology. The study's conclusions also suggest that in order to enhance students' skills in digital technology education, instructors still have not properly included digital technologies into their teaching strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

Untitled

2023

SPSUTOM

View full text Add to dashboard Cite

The aim of this article is to identify attributes related to the quality of the hospitalization process, categorized from absolutely necessary to those whose presence does not significantly impact this quality (according to the Kano methodology). The identified attributes also simultaneously contribute to shaping patient satisfaction. The primary objective of this article is to indicate at what level in the satisfaction assessment factors determine the quality of the hospitalization process and to what extent they align with the expectations of hospitalized patients. Design/methodology/approach: The literature review will focus on identifying factors determining the quality of the hospitalization process. The empirical part of the article will revolve around classifying these attributes according to the Kano methodology through survey research. The next stage of the research process will involve assessing the satisfaction of hospitalized patients in areas corresponding to the Kano attributes -through survey researchand identifying discrepancies between expectations and satisfaction levels. Findings: Among the attributes that particularly determine the attractiveness of a hospital unit are those related to reducing time. Shortening the admission time to the ward, waiting for discharge, and the time it takes to conduct prescribed tests are emphasized. Additionally, the importance of adhering to the treatment stages according to the planned schedule is highlighted. Therefore, it is recommended as a priority to simplify procedures for both admission to the ward and discharge, as well as to strictly adhere to the treatment schedule while optimizing it to reduce the waiting time for prescribed tests during hospitalization.Research limitations/implications: The article presents the results of literature research, which can be complemented in further studies on this topic. One limitation of the research is the relatively narrow group of patients who completed the satisfaction assessment survey, both in terms of the number of patients, geographical area, and the number of hospital facilities. Additionally, the study only presented attributes related to the organization and the quality of the hospitalization process, without delving into broader topics related to personnel or material conditions, which likely also influence the level of patient satisfaction. These limitations point towards directions for future research. Practical implications: The results of the conducted research can have practical applications in the business field. Satisfaction assessment surveys completed by hospitalized patients from various hospitals will identify areas where patient satisfaction is the lowest. Consequently, 10 N. Baskiewicz, M. Daroń, A. Pachura, A. Sanojca they can serve as a basis for developing guidelines for efforts aimed at improving the quality of the hospitalization process. Additionally, the Kano methodology will indicate which attributes that determine the quality of the hospitalization process are most significant to pati...

show abstract

Discovering Digital Technology Training Challenges for Future-Ready Educator: A Preliminary Study from Trainer Perspective

Cited by 4 publications

References 24 publications

Modelo TIC-PD: Descriptores de competencias digitales para la práctica docente

Modelo TIC-PD: Descriptores de competencias digitales para la práctica docente

Future-readiness and its educational implications: A Daoist interpretation

Untitled

Contact Info

Product

Resources

About