Habilidades de enseñanza digital

Dias-Trindade, Sara; Ferreira, António Gomes

doi:10.7195/ri14.v18i2.1519

Cited by 9 publications

(2 citation statements)

References 17 publications

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“…It is inferred that faculties of education in Latin America should generate and periodically update their crosscurricular plans to improve the digital competencies of future teachers and graduate students [33]. This objective is likely to be realized if local, regional, and national research is done beforehand to expose in detail the link between TDC frameworks, competency areas, instruments, and techniques being used in universities [43], [35], [14]. It is clear that active teachers also need constant updating of their digital competencies, hence the importance of proposals based on INTEF guidelines and a microcredentialing system, certifies teachers periodically in their pedagogical work [32].…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, ten studies employed six pre-existing designs. Regarding the latter, the DigCompEdu Check-In tool is the most widely used [13], [21], [35], [36]. The instrument validated by Touron et al [37], which is also cited in this SLR, plays a crucial role in the research of Romero et al [33] and Prieto et al [38].…”

Section: What Is the Relationship Between Framework Diagnostic Resear...mentioning

confidence: 99%

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Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Banoy-Suarez,

González-Reyes

2024

TEM Journal

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To improve the quality of education, educators must be provided with updated curricular proposals, resources, and tools to optimize and develop their digital competencies regularly. This systematic literature review aims to investigate the association between frameworks, training, and diagnostic strategies used from 2017 to October 2022 to enhance the digital proficiency of secondary school educators. The PRISMA methodology guidelines were followed. From 589 documents in Scopus and after the identification, screening, eligibility and inclusion phases, an in-depth sample analysis (n=29) was performed with ATLAS.ti. The study identified DigCompEdu, DigComp and the INTEF framework as the primary sources of reference for creating of face-to-face and online training programs. Ad hoc diagnostic research and the application of established tools were predominantly led by Spain and Portugal. Three aspects stand out: a growing trend to develop digital competencies comprehensively and not only at the instrumental level; however, it is recognized that some proposals focus on the identification and improvement of specific sub-competencies. Secondly, there is a need to create permanent communication channels to update and improve the different dimensions of the digital competence of teachers through contributions, questions and experiences shared in virtual communities, not only during training. Lastly, there is the possibility of creating digital certification systems for new levels of competence with alternatives such as micro-credentials.

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Section: Discussionmentioning

confidence: 99%

Section: What Is the Relationship Between Framework Diagnostic Resear...mentioning

confidence: 99%

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Banoy-Suarez,

González-Reyes

2024

TEM Journal

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The Effect of Organizational Factors and Social Influence on the Digital Fluency of Accounting Students

Abdurrahim,

Wibowo,

Widuri

2023

E3S Web of Conf.

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Businesses and organizations have already integrated information and communications technology into their everyday work cycle, one of these technologies is Software-as-a-Service based cloud accounting applications, this makes digital fluency in the 21st century paramount for accounting students getting ready to dive into the working environment. The objective of this study is to prove the effect of organizational factors and social influence on the digital fluency of accounting students. This paper uses the quantitative method of data collection using electronic questionnaires, the data is then processed and observed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) with the SmartPLS application. We have discovered through the study that organizational factors do, have a significant influence on behavioral intention, and how that intention significantly affects the actual use of SaaS, which in turn, has also a favorable influence on accounting students’ propensity for digital fluency. The findings of this study can be used for other related literature as a benchmark, and to also push organizations and universities to provide necessary help and resources for accounting students to become more digitally fluent in the 21st century through the use of SaaS.

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Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma

Msoffe,

Mongi,

Buhomoli

2023

Journal of Librarianship and Information Science

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The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.

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Habilidades de enseñanza digital

Cited by 9 publications

References 17 publications

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

The Effect of Organizational Factors and Social Influence on the Digital Fluency of Accounting Students

Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma

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