Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Guðmundsdóttir, Gréta Björk; Rubio, Juan Carlos Colomer; Hatlevik, Ove Edvard

doi:10.1016/j.compedu.2020.103877

Cited by 53 publications

(36 citation statements)

References 39 publications

(54 reference statements)

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“…Falloon (2020) presented a conceptual framework explicating a comprehensive view of teacher digital competence, which went beyond technical and literacy conceptualizations and argued for a holistic understanding that involved complex knowledge and skills needed to be productive and responsible in digital environments. Gudmundsdottir et al (2020) examined preservice teachers' digital competence in terms of the responsible use of digital technologies, which included topics of privacy issues, cyberbullying, and the ability to evaluate digital content. Contrastingly, there are a few studies investigating students' digital competence, mostly in primary and secondary schools.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

et al. 2021

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This study conceptualized digital competence in line with self-determined theory (SDT) and investigated how it alongside help-seeking and learning agency collectively preserved university students’ psychological well-being by assisting them to manage cognitive load and academic burnout, as well as increasing their engagement in online learning during the coronavirus disease 2019 (COVID-19) pandemic. Moreover, students’ socioeconomic status and demographic variables were examined. Partial least square modeling and cluster analysis were performed on the survey data collected from 695 students. The findings show that mental load and mental effort were positively related to academic burnout, which was significantly negatively associated with student engagement in online learning. Digital competence did not directly affect academic burnout, but indirectly via its counteracting effect on cognitive load. However, help-seeking and agency were not found to be significantly negatively related to cognitive load. Among the three SDT constructs, digital competence demonstrated the greatest positive influence on student engagement. In addition, female students from humanities and social sciences disciplines and lower-income families seemed to demonstrate the weakest digital competence, lowest learning agency, and least help-seeking behaviors. Consequently, they were more vulnerable to high cognitive load and academic burnout, leading to the lowest learning engagement. This study contributes to the ongoing arguments related to the psychological impact of the COVID-19 pandemic and informs the development of efficient interventions that preserve university students’ psychological well-being in online learning.

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Section: Theoretical Frameworkmentioning

confidence: 99%

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

et al. 2021

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“…The most important common features of concepts such as online privacy (Livingstone et al, 2008(Livingstone et al, , 2011, internet safety (Calvani et al, 2012), digital protection (Ferrari, 2013), responsible use of ICT (Jia et al, 2016;Gudmundsdottir et al, 2020), and cyber citizenship (Choi, 2016) are that they deal with identifying, preventing and decreasing the impact of online risk for young people.…”

Section: Responsible Use Of Ictmentioning

confidence: 99%

“…However, young people are also actors and may indulge in illegal copying, illegal reuse and creation of inappropriate material. ITE needs to equip student teachers to discuss digital responsibility with their pupils, alert them to the types of online risks they may encounter and explain and advise how to avoid such risks (Gudmundsdottir et al, 2020).…”

Section: Introduction and Perspectivesmentioning

confidence: 99%

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Guðmundsdóttir

Hatlevik

2020

NJCIE

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The rapid emergence of information and communication technology (ICT) has had implications for the education system and initial teacher education (ITE) in particular. This study investigated the extent to which teacher education assists student teachers in developing their professional digital competence (PDC) in general and, more specifically, their competence in using ICT responsibly. Responsible use of ICT is here taken to include privacy and copyright issues, ethical issues and the ability to evaluate digital information. To explore Norwegian student teachers’ perspectives, awareness and experience of the responsible use of ICT, in-depth interviews were conducted with 10 student teachers before their practice placements at local schools and with six students after their practice placements. Overall, the findings indicate that the student teachers mostly knew how to search for and evaluate digital information, but that they tended to choose the most convenient approach for search and evaluation. Further, it seems that the student teachers were aware to some extent of how to avoid advertisements, marketing or inappropriate content when using online resources in the classroom. However, they had limited competence in dealing with privacy and copyright issues in a teaching setting. One of the challenges identified through this study is that, during practice placements, the attention seems to be on the technical aspects of ICT rather than on pedagogical or responsible ways of using ICT. The study concludes that teacher education programmes need to include responsible use of ICT as an integral part of their programme, as well as during student teachers’ practice placements in schools, rather than providing stand-alone activities or courses of limited duration.

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“…Most teaching students from Spain and Norway take measures to assess the digital content they find for educational purposes. The ability to evaluate digital online content has a positive relationship with perceived privacy competence [3].Simulations are increasingly used in foreign teacher education programs as a method of instruction for pre-training teachers. Simulations provide opportunities for authentic practice in a controlled environment with a reduced risk of harm.…”

Section: Review Of Scientific Sourcesmentioning

confidence: 99%

Development of creative orientation of future teachers based on a research approach

2020

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Transitive society makes changes in the traditional teachers training. The relevance of this issue is becoming more and more important in the light of the tendency to reduce the motivation of students to study, to obtain basic academic school knowledge. This should lead us to look for innovative approaches in the future teachers training. The article deals with the specifics of the training of future teachers in higher education and the main aim is the practical implementation of student research projects. Special attention is paid to the analysis of the professionalism of the future practice-oriented teacher and to the development of its creative orientation through a research approach to the modelling of professional activities

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Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway

Cited by 53 publications

References 39 publications

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

How Does Digital Competence Preserve University Students’ Psychological Well-Being During the Pandemic? An Investigation From Self-Determined Theory

“I just Google it” - Developing professional digital competence and preparing student teachers to exercise responsible ICT use

Development of creative orientation of future teachers based on a research approach

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