Teachers Technological Capability as Digital Immigrants in Learning from Home Activities

Anzari, Prawinda Putri; Shiddiq, Imamul Huda Al; Pratiwi, Seli Septiana; Fatanti, Megasari Noer; Silvallana, Daniel Fritz

doi:10.3991/ijet.v16i07.21229

Cited by 6 publications

(9 citation statements)

References 23 publications

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“…Many teachers perceive themselves to have a low level of computer competence ( Santi et al, 2020 ), thus they develop a neutral attitude toward ICT or they only use technology when it is necessary ( Sundqvist et al, 2020 ), as they may be anxious and unconfident in their use of technology ( Klapproth et al, 2020 ). In this case, teachers can be understood as “digital immigrants” in that they only learn about ICT tools, but do not necessarily immerse or live with a positive attitude about new technologies ( Kesharwani, 2020 ; Anzari et al, 2021 ; Noronha-Sousa et al, 2022 ). Education cannot ignore the rapid and far-reaching development of technology and its applications.…”

Section: Discussionmentioning

confidence: 99%

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

2022

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Studies on the determinants of school results have shown that they depend largely on the context of learning. Concerning the pandemic, teachers have been forced to find online teaching methods, which leads us to the central issue of this study of whether the effectiveness of online education depends on teachers’ digital skills. Therefore, in this study, we analyzed the perceived digital competences of Romanian pre-tertiary cycle teachers about their professional status, school location, gender, age, taught field, and prior participation in training for online teaching. Using data from 3,419 self-completed questionnaires in an online survey of teachers performed at the beginning of the global lockdown in March 2020, we have built two reliable measures of perceived digital skills, namely the Self-Assessed Multimedia and Online Skills Score (SMOS) and the Self-Assessed Digital Office Skills Score (SDOS), which were the dependent variables in our study. Hierarchical linear regressions were used to test the hypotheses regarding the variations of dependent variables, measuring the two concepts of self-assessed digital skills (SMOS and SDOS). These concepts underlined that both decrease with age and are positively affected by prior attendance at training sessions for online teaching skills and by having ICT and informatics as a taught subject field. However, teachers of all specialties are relatively significantly less skilled in this field. The most important results concern the impact of gender and professional status on the teachers’ self-assessed digital competences. In summary, it appears that self-assessed office digital skills are a specialism demonstrated mainly by female teachers, while multimedia and online skills are perceived by teachers to be a “male” domain. Simultaneously, net of the other variables, a higher status within the teaching profession correlates positively with perceived office digital skills. Lastly, implications for future research, as well as for educational interventions and policies, are discussed.

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Section: Discussionmentioning

confidence: 99%

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

2022

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“…Competence develops from an education approach that is competency-based. Educators who can implement successful instructional strategies and activities are considered competent in this approach (Anzari et al, 2021;Kosimov et al, 2021;Perifanou et al, 2021;Wang & Lu, 2021).…”

Section: Conceptual and Theoretical Frameworkmentioning

confidence: 99%

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2023

CJES

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The study focuses on the competencies and challenges of using the Google Classroom platform in Emergency Remote Teaching (ERT) during the Covid 19 pandemic. The study followed a descriptive research design where two hundred and ten teachers responded to a questionnaire containing three categories: teachers' competencies, challenges faced by teachers, and teachers' attitudes. The findings showed that the teachers' competency in using the Google Classroom platform was at a high degree, with results middling when regarding the challenges faced by teachers using Google Classroom. There were no statistically relevant differences at the level of significance (α≤0.05) in the competencies of teachers' use of the Google Classroom due to the variables of gender and work experience. Teachers' attitudes about using Google classroom were high. However, the results indicate a need for conducting effective training for teachers to overcome certain challenges. In addition, there is a requirement to provide the infrastructure for communication networks and consistent Internet access, while also providing alternative assessment methods.

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“…For teachers who are 20-30 years old, they have better abilities in the technological aspect. Indeed, teachers under 30 have a better ability to master technology (Anzari et al, 2021) because the age range is interested in technology. At that age, teachers enter early adulthood and in Indonesia, on average, they have just graduated from a bachelor's program, these teachers are still updated in technological developments apart from that from Erikson's theory of development, this period is marked by the importance of having a closer relationship with the surrounding environment and being able to live together in an adult environment.…”

Section: Teacher's Tpack Value Based On Agementioning

confidence: 99%

“…The value of other technologies' mastery decreases inversely with the age of the research subject. The Digital or ICT skills of teachers are inversely related to age (Saikkonen & Kaarakainen, 2021;Vitanova et al, 2015), (Anzari et al, 2021).…”

Section: Teacher's Tpack Value Based On Agementioning

confidence: 99%

See 1 more Smart Citation

Elementary School Teachers’ TPACK Profile in Science Teaching Based on Demographic Factors

Kumala¹,

Erviana²,

Pujiastuti³

2022

INT J INSTRUCTION

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TPACK is an ability that must be possessed by teachers in the 21st century. Research on influencing factors is important to do because it can be used as the basis for developing TPACK for teachers in the 21st century. This study is aimed at analyzing the TPACK value of elementary school teachers in science teaching based on teacher demographic factors (gender, age, employment status, and teaching experience) and investigating the relationship between teacher demographic factor and teachers' TPACK value. The population of this research is 4180 elementary school teachers in Malang region, 175 elementary school teachers was taken as participant. Participant selection used purposive sampling method. The data was collected using 4 Likert scale questionnaire and interview and analyzed using Confirmatory Factor Analysis (CFA). It is found that the TPACK value for male teachers obtained higher scores than female teachers. For the age category, the result showed that the ability of teachers aged 30-40 years and under 30 have better technological skills outperformed older teacher. In terms of employment status, civil servant teachers showed slightly higher scores compared to non-civil servant teachers. Regarding to the teaching experience, the teacher's TPACK is proportional to the span of their teaching experience. In general, results indicated that there is relationship between teacher demographics factor and their TPACK. It is recommended for the school to make the policy that can improve the teachers TPACK profile such as to develop training on TPACK based on teacher's characteristics.

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Teachers Technological Capability as Digital Immigrants in Learning from Home Activities

Cited by 6 publications

References 23 publications

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

Self-Assessed Digital Competences of Romanian Teachers During the COVID-19 Pandemic

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Elementary School Teachers’ TPACK Profile in Science Teaching Based on Demographic Factors

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