How Do First Year University Students Use Ict in Their Leisure Time and for Learning Purposes?

Eger, Ludvík; Tomczyk, Łukasz; Klement, Milan; Pisoňová, Mária; Петрова, Г. С.

doi:10.5937/ijcrsee2002035e

Cited by 16 publications

(18 citation statements)

References 49 publications

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“…The tool measures experiences related to the ease or difficulty of using elementary information society software and services. The tool is a modified version of an online survey questionnaire used in previous studies (Eger et al 2020). Responses were placed on a 5-degree Likert scale from 1-I do not use it to 5-it never causes me problems.…”

Section: Research Toolmentioning

confidence: 99%

Digital Competences of Pre-service Teachers in Italy and Poland

et al. 2022

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The aim of this research was to compare the level of digital competence of future pedagogical staff (students of pedagogical faculties) in Italy and Poland. The research was conducted using original measurement tools and knowledge tests. The triangulation of techniques and research tools made possible the determination of the level of knowledge of the positive and negative features of the development of the information society, as well as the proficiency and frequency of use of the most popular websites and software. The research was conducted in the first half of 2022 using stratified sampling in both countries (N = 1209, IT = 604, PL = 605). Based on the data collected, it was noted that: (1) Pre-service teachers most often use software such as word processors and presentation creation tools; (2) This group very rarely uses software to create web pages, create visual material, or edit video; (3) The least problematic software that students use are word processors and multimedia presentations; (4) Among the typical ICT mediated activities that cause problems are: searching for and installing freeware (PL), installing and configuring parental control software (PL, IT), creating websites (PL, IT), searching for freely licensed images, and identifying plagiarism (PL); (5) Polish students have more theoretical knowledge about e-risks and the possibilities of the digital world than their Italian counterparts; (6) In most domains, the Italian future teachers rate their competences higher; (7) 53.81% of the respondents in IT and 38.68% in PL received lower results in competence tests, and handling ICT in selected areas causes problems for these students; (8) Both in PL and IT the frequency of ICT use and its seamless integration are predictors for assessing the effectiveness of ICT use in education.

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Section: Research Toolmentioning

confidence: 99%

Digital Competences of Pre-service Teachers in Italy and Poland

et al. 2022

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“…Blayone et al (2018) surmise that social-network usage is not usually attributable to educational context among people, which might be the explanation for this result. Nevertheless, prior evidence suggests that integration of social networks in the educational process could enable students' cooperation and critical thinking (Eger et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

The general technological competency model for vocational teachers in Kazakhstan

Shagataeva¹,

Sarbassov²,

Sydykbekova³

et al. 2021

WJET

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Like in many Global South countries, the vocational education and training system in Kazakhstan has some weaknesses, including low-competent educators poorly applying digital technologies in their instructional repertoire, which highlights the need for motivating teachers towards incorporating technologies representing students' everyday life in the educational process. Meanwhile, there are no practically applicable competency frameworks for Kazakhstani vocational teachers to date. This paper aimed to gather students’ opinions on which skills are more or less important for vocational educators to outline a technological competency framework for Kazakhstani vocational teachers based on Digital Competency Profiler, with content validity tested by five experts. A set of nineteen items measured on a five-point Likert scale, organized into technical, communicational, informational, and epistemological domains, was uploaded to an online survey platform and distributed among Master degree students enrolled in vocational programs in Kazakhstan. Based on survey data, the construct validity of the model was assessed by confirmatory factor analysis, which yielded high entire reliability and internal consistency. The learners assigned importance to all the four domains. However, they estimated vocational teacher’s ability to utilize productivity tracking tools as almost futile, which allegedly indicates the surveyees’ insufficient awareness about those applications and their purposes. Generally, the participants tend to prioritize vocational educators’ capacities to process mathematical computations, visualize numerical data, and operate with electronic text files and projectors, as well as their readiness for effective communication through messengers and electronic mail. The framework that emerged from this research can be used as a blueprint for synchronizing and improving educational programs in Kazakhstan. Keywords: education; survey; technology; ICT; vocational education and training.

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“…Media scholars indicate that digital literacy should not be considered and defined in isolation from information processes or the understanding of social phenomena occurring through new media [14]. Reflecting on the mechanisms related to the impact of digital media on individuals and groups is thus an integral component of digital competence [15].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Declared and Real Level of Digital Skills of Future Teaching Staff

Tomczyk¹

2021

Education Sciences

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Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

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How Do First Year University Students Use Ict in Their Leisure Time and for Learning Purposes?

Cited by 16 publications

References 49 publications

Digital Competences of Pre-service Teachers in Italy and Poland

Digital Competences of Pre-service Teachers in Italy and Poland

The general technological competency model for vocational teachers in Kazakhstan

Declared and Real Level of Digital Skills of Future Teaching Staff

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