Sociological analysis of Montenegrin teachers’ digital capital

Abstract

Starting with the concept of digital capital in social sciences, this article presents the key findings of the “Global Kids Online” nationally representative survey of primary and high school teachers’ digital skills and practices that was conducted in Montenegro with Unicef’s support in 2018. Digital capital, as any other form of capital within Bourdieu’s perspective, has a sociological validity only in correlation with other forms of capital – such as economic, cultural and social – in a limited context and according to a multi-dimensional approach which goes from a macro- to a micro-social perspective (Pandolfini, 2016). This article identifies and discusses three perspectives of digital capital – macro, meso-social and micro – and their material (technologies, digital services and school experiments with devices) and non-material resources (digital competencies). Analysis of data from the Montenegrin research relating to this perspective shows that the daily practice of using digital technology in classrooms seems to be marginal, even though most teachers have access to the internet in their schools. Currently the majority of teachers are using the internet at school mostly just for checking information online. Their digital competencies are not generally advanced: on average, social and operational skills are the most developed, while their creative skills are least developed. Therefore, to support the development of children’s media literacy through formal education, further investments towards the strengthening of teachers’ digital competencies need to be made and the research shows that the demand for digital pedagogy courses already exists among most teachers. In other words, the Montenegrin research points to the need to invest more in education and experimentation related to the meso- and micro-social perspectives of digital capital.

Cross-cultural examination of 3D modelling and 3D printing in STEAM education: comparing results from teachers in Montenegro and Austria

“…Many aspects, such as availability, familiarity with technologies, connections to STEAM subjects for meaningful applications and support from decision makers, can influence school adaptations of 3DMP, which is why investigations to understand challenges and opportunities are essential. Like many non-EU Eastern European countries, the school system in Montenegro has untapped potential to support students in developing critical lifelong learning competencies (Cortoni and Perovic, 2020;Šorgo, 2014). Schools have to rely on state-developed programmes and must request funding, which is rarely granted; they were therefore invited to apply to the programme in which we participated to offer opportunities for schools from financially weak areas or with a focus on inclusion.…”

Oportunidades y necesidades percibidas entre los docentes de Educación Primaria para el uso educativo de las TIC

“…El análisis del capital digital en los centros de primaria se ha centrado en el nivel microsocial a través de las competencias y las prácticas digitales de los docentes (Cortoni y Perovic, 2020). En este sentido, se han evidenciado diferencias en las competencias digitales que los entrevistados se atribuyen o atribuyen a su colectivo.…”

“…Otros estudios señalan como punto a mejorar el nivel de conciencia digital, tanto entre profesorado como entre alumnado (Cortoni y Perovic, 2020). Estas autoras constatan que, aunque las escuelas estén dotadas de infraestructura tecnológica, el uso de la tecnología en la innovación didáctica es marginal.…”

“…El uso autónomo y responsable de las TIC requiere un esfuerzo constante en términos de alfabetización, que desarrolle el capital digital inmaterial del profesorado y del alumnado, orientado y desarrollado por el centro escolar y promovido simultáneamente en todas las escuelas. La concepción sociológica trata de analizar el capital digital desde diferentes perspectivas: macrosocial, mesosocial y microsocial, así como las relaciones entre estas dimensiones (Cortoni y Perovic, 2020).…”

Aproximación a la incorporación del capital digital en la escuela

“…Por lo que, los indicadores de capital digital se deben vincular, primero, con una dimensión material relacionada con la infraestructura tecnológica de la escuela y la disponibilidad de recursos digitales para desarrollar actividades mediadas por las tecnológicas, y segundo, con el fortalecimiento de las competencias digitales de los diferentes actores escolares (Cortoni & Perovic, 2020), de esta forma los indicadores se refieren al uso de las tecnologías para planificar el proceso de enseñanza y aprendizaje así como a desarrollar prácticas culturales para mejorar el desempeño del uso de las tecnologías en la escuela (Magaudda, 2014;Pandolfini, 2016). En ese sentido, George y Veytia (2018), clasifican esos indicadores en 2 niveles: 1) adopción, 2) transformación; y 4 etapas: 1) aproximación, 2) asimilación, 3) reorientación y 4) evolución, las cuales pueden ser imbricadas con el capital digital.…”