Technological Paradigms of Digital Competences Development

Kurnikova, M.V.; Dodorina, I. V.; Litovchenko, V. B.

doi:10.1007/978-3-030-47458-4_14

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…Likewise, it contributes to adapting teaching practices to student needs (Vilchez Guizado and Ramón Ortiz, 2022). From that perspective, the DTC level responds to digital technologies 10.3389/feduc.2022.1058653 that promote inclusion, engagement, and mainly technological involvement fostering student autonomy (Kurnikova et al, 2021). In a broad sense, although the disparities are not profoundly significant, they provide a basis for further research.…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, digital skills have to do with understanding the cultural context of the internet environment, the ability to communicate in online communities, the ability to create and distribute content, and skills to use digital technology for personal development (Kurnikova et al, 2021). Some authors propose a sociocultural model to develop teachers' digital competence based on four constructs: mastery, preference, reintegration, and appropriation of digital culture (Colás-Bravo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Digital competencies of Peruvian teachers in basic education

et al. 2022

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Digital teaching competence is directly related to the knowledge, use of Information and Communication Technologies (ICTs). Its use in educational contexts and processes seeks to integrate technology and pedagogy. The objectives of this study are to evaluate the level of Digital Teaching Competencies (DTCs) possessed by basic education (BE) teachers in different Peruvian schools and their comparison by competency area, considering sociodemographic factors. The research responds to a quantitative methodological approach. A non-experimental design of a comparative descriptive type was used, and a non-probabilistic purposeful sampling was applied. A total of 3,142 BE teachers participated in the study, including the educational levels of preschool (0–5 years), primary school (6–11 years), and Secondary school (12–16 years), belonging to public institutions located in rural and urban areas of the province of Arequipa (Peru). The instrument developed in the European Framework of Digital Competence, DigCompEdu Check-In, was applied. This instrument aimed to measure teachers’ level of competence in the digital domain. The main results show that a more significant number of teachers present an Integrator competence level (B1), followed by the Expert level (B2), and the Explorer level (A2). Furthermore, low percentages are observed in the most advanced leadership levels, Leader (C1) and Pioneer (C2), in the use of ICTs. The results obtained suggest implementing new strategies to improve DTCs. Based on critical conceptions, technology constitutes an essential tool for education in the twenty first century.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital competencies of Peruvian teachers in basic education

et al. 2022

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“…On the other hand, Fernández, Ordóñez, Morales and López (2019), based on the 'Alfa Tuning América' Project, conclude that digital competences are related to a set of abilities aimed at using information and communication technologies (ICT); likewise, they have to do with skills needed to search for, process and analyze information, which come from different sources, preferably from scientific databases; the ability to learn how to learn; the ability to make abstractions; the ability to analyze and synthesize information; and the ability for continuous, permanent learning and the updating of that learning. In turn, Kurnikova, Dodorina and Litovchenko (2021) state that digital competences have to do with the comprehension of the cultural context of the Internet setting; the ability to communicate in online communities; the ability to create and distribute contents; and the skills needed to use digital technology for personnel development. Along similar lines, Colás-Bravo, Conde-Jiménez and Reyes-de-Cózar ( 2019) propose a sociocultural model for the purpose of promoting the digital competence of educators based on four constructs: mastery, preference, reintegration and appropriation of the digital culture.…”

Section: Digital Competences and Higher Educationmentioning

confidence: 99%

Professor's perception of the use of digital skills and gamification in a Peruvian university

Núñez-Pacheco

Barreda-Parra

Gutierrez

et al. 2023

J. Technol. Sci. Educ.

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The COVID-19 pandemic has produced profound changes in higher education, with the replacement of face-to-face instruction with distance or remote education, which involves the management of digital skills by teachers and students. The purpose of this research is to analyze the perception of professors with regard to digital skills and the use of gamified strategies in the teaching-learning process in a virtual context. A questionnaire was sent to 81 professors in different areas of knowledge at a Peruvian public university during the first academic semester of 2020. A strong correlation (r≥.700, p=.01) was found between the use of ICT and gamification as a resource for teaching-learning, and a moderate correlation between the knowledge of digital competences and the possibilities of application as part of the instructional strategies. From the results obtained, it is clear that the participants have a positive perception of digital skills and gamified strategies, regardless of academic degree or area of knowledge. This could provide support for the update of those proposals targeting professors in order to improve their digital skills.

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Development of institutions for the digital transformation of the economy of Russian regions

CHIRKUNOVA,

POPOV

2024

EATP

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Subject. The article discusses methodological approaches to the study of the impact of institutions for digital transformation of regions’ economy, the choice of evaluation indicators. Objectives. The purpose is to determine the content of the concept of institutions for digital transformation of regions, the degree of interrelation of socio-economic development and indicators of digital transformation published by the Federal State Statistics Service, group regions according to the level of socio-economic development on the Harrington scale, determine the degree of regional digitalization to identify the strength of relationship of GRP, per capita GRP, and the strength of relationship of particular indicators characterizing digitalization. Methods. We applied general scientific research methods, the Harrington scale grouping method, and the correlation analysis method. Results. We reviewed methodological approaches to the content of concepts of digitalization, digital transformation, and digital institutions; determined the strength of relationship of socio-economic development, sectoral structure, and the level of digitalization of regions, using the Volga Federal District case. Conclusions. The most acute problem is economic and digital inequality of regions. The socio-economic development of regions and their digital indicators statistically have high strength of relationship, they have mutual influence.

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Technological Paradigms of Digital Competences Development

Cited by 6 publications

References 8 publications

Digital competencies of Peruvian teachers in basic education

Digital competencies of Peruvian teachers in basic education

Professor's perception of the use of digital skills and gamification in a Peruvian university

Development of institutions for the digital transformation of the economy of Russian regions

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