Primary school pupils' ICT competences: Extensive model and scale development

Aesaert, Koen; Braak, Johan van; Nijlen, Daniël Van; Vanderlinde, Ruben

doi:10.1016/j.compedu.2014.10.021

Cited by 77 publications

(46 citation statements)

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“…Algunas de estas investigaciones (Aesaert, van Braak, van Nijlen, & Vanderlinde 2015;Centeno & Cubo, 2013) han identificado las actitudes hacia las tecnologías como uno de los factores con mayor incidencia en las habilidades y destrezas que las personas desarrollan en relación con la web 2.0. La percepción de la utilidad de las tecnologías (Teo, 2010;Wang, Xu, & Chan, 2015), en relación al grado en que las personas consideran que aumentan su rendimiento personal y profesional; la afectividad (Teo, 2009), que implica los sentimientos que produce su uso en los sujetos; y la capacidad de innovación (Hung, Chen, Hung, & Ho, 2013;Parasurama & Colby, 2015), en base a la disposición de generar cambios en las prácticas educativas, vienen representando en investigaciones previas las dimensiones claves en relación con las actitudes hacia las tecnologías.…”

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“…Respecto a los factores predictores de la competencia digital, encontramos que son la actitud hacia las tecnologías junto con la intensidad de uso los factores con mayor valor predictivo de la competencia digital en el uso de las redes sociales. Esto concuerda con lo mostrado en investigaciones previas (Aesaert, van Braak, van Nijlen, & Vanderlinde, 2015;Centeno & Cubo, 2013) en las que se demuestra una relación entre actitud y competencia, así como entre intensidad de uso y habilidades digitales (Hargittai, 2010;Valenzuela, Park, & Kee, 2009).…”

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Explorando factores predictores de la competencia digital en las redes sociales virtuales

Buzón¹,

Pérez²,

Catalán³

2019

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Formato de la revista: 16,5 x 23,0 cm Los recursos incluidos en Píxel Bit están sujetos a una licencia Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (Reconocimiento-NoComercial-CompartirIgual)(CC BY-NC-SA 3.0), en consecuencia, las acciones, productos y utilidades derivadas de su utilización no podrán generar ningún tipo de lucro y la obra generada sólo podrá distribuirse bajo esta misma licencia. En las obras derivadas deberá, asimismo, hacerse referencia expresa a la fuente y al autor del recurso utilizado. ©2019 Píxel-Bit. No está permitida la reproducción total o parcial por ningún medio de la versión impresa de la Revista Píxel-Bit.

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Explorando factores predictores de la competencia digital en las redes sociales virtuales

Buzón¹,

Pérez²,

Catalán³

2019

Pixel-Bit

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“…Although this term refers to competence of learners, its development in the education system requires the development of digital competence by teaching staff and school ICT leaders. A recent study conducted in a very large sample of students, parents, and teachers (Aesaert et al 2015) in order to develop an empirically validated model of factors related to primary school pupils' ICT competences, pointed out factors situated not only on the level of pupils, but also in a broader context of their classroom and school culture. Digital competence of a school staff can improve teaching, promote lifelong learning pedagogy, and increase the efficiency of education.…”

Section: Introductionmentioning

confidence: 99%

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

2016

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This study examines how the leaders of technology integration in educational institutions -school principals and ICT facilitators -assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers' digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacherparents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components.

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“…The pedagogical strategies teachers decide to enact depend on local contextual factors (Phillips, 2016). Contextual factors that influence the way teachers use ICT are, for example, ICT infrastructure, time, curriculum requirements and students' social-economic backgrounds (Aesaert, van Braak, van Nijlen, & Vanderlinde, 2015).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

Eliciting teachers’ technological pedagogical knowledge

Heitink

Voogt

Fisser³

et al. 2017

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This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about pedagogy elicits their technological pedagogical knowledge (TPK). Data from 29 video cases show how elementary teachers used ICT to facilitate specific pedagogical strategies (e.g., activating learning, classroom management, dealing with diversity, fostering learning strategies). Findings indicate that teachers used ICT mostly to promote activation of learning. Many teachers reasoned about using ICT for adapting their teaching to student needs, but this was seldom observed in practice. The few teachers who showed behaviour supporting adaptive teaching and fostering learning strategies almost always used ICT to facilitate these pedagogical strategies. We argue that for effective teaching with ICT it is important that teachers learn to reason explicitly about how ICT can support specific pedagogical strategies. The results from this study provide suggestions for what is needed in teacher education programs and professional development initiatives to support teachers in acquiring TPK.

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Primary school pupils' ICT competences: Extensive model and scale development

Cited by 77 publications

References 68 publications

Explorando factores predictores de la competencia digital en las redes sociales virtuales

Explorando factores predictores de la competencia digital en las redes sociales virtuales

Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders

Eliciting teachers’ technological pedagogical knowledge

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