Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School

Hatlevik, Ove Edvard

doi:10.1080/00313831.2016.1172501

Cited by 181 publications

(161 citation statements)

References 25 publications

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“…The third sub-theme is related to digital competence in teacher education (EsteveMon et al 2016;Hatlevik 2016;Instefjord 2014;Kihoza et al 2016;Kivunja 2013;Krumsvik 2009Krumsvik , 2011Krumsvik , 2012Lund et al 2014;Tondeur et al 2012;Tømte et al 2015;Røkenes and Krumsvik 2016). The analysis shows that several research studies have addressed the importance of integrating approaches to digital competence into teacher education (Hatlevik 2016;Instefjord 2014;Kivunja 2013;Krumsvik 2011Krumsvik , 2012Lund et al 2014;Tømte et al 2015).…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…The analysis shows that several research studies have addressed the importance of integrating approaches to digital competence into teacher education (Hatlevik 2016;Instefjord 2014;Kivunja 2013;Krumsvik 2011Krumsvik , 2012Lund et al 2014;Tømte et al 2015). In their case study, Røkenes and Krumsvik (2016) followed four teacher-students' development of digital competence in Norwegian teacher education.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…In their study, they found that ICT integration and digital competence evolves over time and that digital competences must become an integral part of teachers' core teaching competences and not as something that is 'an add-on'. Hatlevik (2016) as well as From (2017) put forth that digital competence is an aspect that can explain variations in teachers' pedagogical use of digital technologies and that high levels of digital competence can contribute to a more critical and frequent use of digital technologies. In their study, Wastiau et al (2013) showed that teachers' confidence in their own digital competence influence students' use of technologies during lessons.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

“…From the analysis, it can be concluded that there seems to be an agreement that teachers' digital competence is important for uptake and use of digital technologies in teaching and learning practices. The first inductive sub-theme from the analysis concerns the impact of teachers' digital competence when it comes to ICT integration and pedagogical use of digital technologies (Blau and Shamir-Inbal 2017;Hatlevik 2016;Sipilä 2014;Wastiau et al 2013). Blau and Shamir-Inbal (2017) examined (from a school leader perspective) teachers' digital competences as one important component for ICT integration and pedagogical changes.…”

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

See 3 more Smart Citations

On the issues of digital competence in educational contexts – a review of literature

2017

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In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization.

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Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

Section: Teachers and Their Teaching Practicesmentioning

confidence: 99%

See 2 more Smart Citations

On the issues of digital competence in educational contexts – a review of literature

2017

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“…According to Hatlevik (), among others, teachers feel competent to use ICT as a personal tool and/or resource for the projection and transmission of information and knowledge, without this implying the creation of significant learning, but also show distrust towards the use thereof for didactic purposes. This could be due to the fact that the training model that has been commonly used focuses more on instrument‐related aspects than pedagogical ones (Suriá et al ., ; Tello & Cascales, ).…”

Section: Introductionmentioning

confidence: 99%

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

Batanero¹,

Cabero‐Almenara²,

López³

2018

Brit J Educational Tech

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The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post‐facto research method was used, where the sample comprised 777 teachers. An ad‐hoc questionnaire was used as the data‐collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities.

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School counselors' attitude toward online counseling services during the pandemic: The effects of resilience and digital self‐efficacy

Akgül

Ergin

2022

Psychology in the Schools

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School counseling activities have been delivered online during the COVID-19 pandemic. This compulsory change has been associated with difficulties in school counseling services. The resilience and digital skills of school counselors are likely to influence the quality of counseling services and their attitude toward online work. Thus, we examined the role of resilience on their attitude toward online counseling services during the pandemic. We also looked at the role of digital skills on their attitudes toward online counseling. The sample consisted of 149 school counselors. We conducted structural equation modeling, in which the direct and indirect effects of resilience and digital self-efficacy was tested. The results suggested that higher resilience was significantly associated with better attitudes toward school counseling.

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Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School

Cited by 181 publications

References 25 publications

On the issues of digital competence in educational contexts – a review of literature

On the issues of digital competence in educational contexts – a review of literature

Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities

School counselors' attitude toward online counseling services during the pandemic: The effects of resilience and digital self‐efficacy

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