The development and validation of a teacher education digital literacy and digital pedagogy evaluation

León, Leticia De; Corbeil, R. R.; Corbeil, Maria Elena

doi:10.1080/15391523.2021.1974988

Cited by 14 publications

(9 citation statements)

References 13 publications

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“…Taking into account the requirements related to the irreversible digitization of education, as well as the intense discussion of the level of digital competence of students together with social expectations, the topic of digital competence is part of the current issues assigned to both media pedagogy and higher education. This article is an exploration of the level of preparation of future pedagogical staff in Poland and Italy using new ways of measuring digital competences, going beyond the simple self-evaluation that is fraught with many methodological errors (De León et al, 2021;Gui & Argentin, 2011;Pérez-Escoda & Rodríguez-Conde, 2015). This article makes it possible to compare the level of competence in two European countries and is at the same time part of the local and global trends visible in media pedagogy, which are related to the measurement of digital competence.…”

Section: Introductionmentioning

confidence: 99%

Digital Competences of Pre-service Teachers in Italy and Poland

et al. 2022

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The aim of this research was to compare the level of digital competence of future pedagogical staff (students of pedagogical faculties) in Italy and Poland. The research was conducted using original measurement tools and knowledge tests. The triangulation of techniques and research tools made possible the determination of the level of knowledge of the positive and negative features of the development of the information society, as well as the proficiency and frequency of use of the most popular websites and software. The research was conducted in the first half of 2022 using stratified sampling in both countries (N = 1209, IT = 604, PL = 605). Based on the data collected, it was noted that: (1) Pre-service teachers most often use software such as word processors and presentation creation tools; (2) This group very rarely uses software to create web pages, create visual material, or edit video; (3) The least problematic software that students use are word processors and multimedia presentations; (4) Among the typical ICT mediated activities that cause problems are: searching for and installing freeware (PL), installing and configuring parental control software (PL, IT), creating websites (PL, IT), searching for freely licensed images, and identifying plagiarism (PL); (5) Polish students have more theoretical knowledge about e-risks and the possibilities of the digital world than their Italian counterparts; (6) In most domains, the Italian future teachers rate their competences higher; (7) 53.81% of the respondents in IT and 38.68% in PL received lower results in competence tests, and handling ICT in selected areas causes problems for these students; (8) Both in PL and IT the frequency of ICT use and its seamless integration are predictors for assessing the effectiveness of ICT use in education.

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Section: Introductionmentioning

confidence: 99%

Digital Competences of Pre-service Teachers in Italy and Poland

et al. 2022

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“…The instruments in this study were based on indicators and previous research studies. The digital literacy variable refers to (Carretero et al, 2017;De León et al, 2021) with variable indicator dimensions, namely, information and data literacy (DL1), communication and collaboration (DL2), digital content creation (DL3), safety (DL4) and problem solving (DL5). The variable academic self-efficacy refers to (Bandura & others, 1977;Bandura, 2006;Pajares, 2007;van Zyl et al, 2022) with three main indicators, namely magnitude (AE1), generality (AE2), and strength (AE3).…”

Section: Methodsmentioning

confidence: 99%

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

Jaya,

Nurqamarani

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study analyzes student engagement in hybrid learning by analyzing digital literacy and academic self-efficacy. This study used a quantitative approach with the survey as a data collection method. The population in this study was 370 students, the faculty of teacher training and education at state universities in Jakarta, and private universities in Banten and Lampung. The sampling technique used was proportional random sampling, obtained by 105 respondents. Data was collected through questionnaires, and structural equation modeling (SEM) was used to analyze the relationship between constructs. The results of this study state that Digital literacy and academic self-efficacy play an important role in creating student engagement in hybrid learning. The ability of students to use digital learning resources will support active participation in the learning process. A high academic level of self-efficacy also helps them to be able to have confidence and perseverance during the learning process. Digital literacy and academic self-efficacy will bring students to be actively involved in the digital learning environment and play an essential role in shaping or maintaining student motivation and persistence in learning. Students' engagement levels can be increased by increasing their ability to use digital technology effectively and increasing their confidence that they can achieve their desired academic goals.

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“…Teknoloji becerilerini geliştirmesi gereken ve aynı zamanda geleceğin gücünü hazırlaması beklenen eğitimcilere daha fazla sorumluluk düşmektedir. Eğitimcilerin ve öğrencilerin bugün karşı karşıya kaldığı taleplerde dijital okuryazarlığın önemi ortaya çıkmaktadır (León, 2023). Akademisyenler bilginin doğru ve sorgulanabilir olması için eleştirel dijital okuryazarlık kavramını da göz önünde bulundurmalıdır.…”

Section: Yükseköğretim Kurumlarında Dijital Pedagojiunclassified

Yükseköğretimde Dijital Pedagoji

Doğan,

Tunçer,

Arslan

2024

Üniversite Araştırmaları Dergisi

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Bu çalışmanın konusu, dijital pedagojiye ve yükseköğretimdeki önemine kapsamlı bir genel bakış sunmaktır. Dijital pedagoji, öğretme ve öğrenme deneyimlerini geliştirmek için dijital teknolojilerin kullanılmasını içerir. Teknolojinin hayatımızda giderek yaygınlaşmasıyla, akademisyenler eğitimin dijital boyutlarına aşina olmalı ve öğrencilerinin benzersiz ihtiyaçlarını karşılayan pedagojik çözümlere başvurmalıdırlar. Bu çalışma, teoriye dayalı, Bilgi ve İletişim Teknolojileri (BİT) destekli öğretimi planlama ve yürütme ile ilgili tutumlarını, bilgilerini ve becerilerini tutarlı bir şekilde değerlendirmeyi ve geliştirmeyi içeren dijital pedagojik yeterliliğini geliştiren üniversitelerin ve akademisyenlerin önemini vurgulamaktadır. Bu, yalnızca dijital araçlar ve kaynaklar hakkında derinlemesine bir anlayış değil, aynı zamanda dijital pedagojiye dayalı öğrenmeyi teşvik etmek için bunların nasıl etkili bir şekilde kullanılacağına dair bir farkındalık gerektirir. Akademisyenlerin teknolojiyi dijital pedagojik yaklaşımlarla kullanmaları, mevcut eğitim ortamları için hem fırsatlar hem de riskler sunabilir. Dijital çağda sürekli öğrenme ve teknolojinin doğru zamanda doğru yerde kullanımını göz önünde tutulmalıdır. Akademisyenlere, gelişen teknolojiler ve dijital pedagojide en iyi uygulamalar konusunda güncel kalmaları için sürekli mesleki gelişim fırsatları sunulmalıdır. Yükseköğretim örgütleri dijital pedagojiyi kendi öğretme ve öğrenme ortamlarına etkili bir şekilde kullanırsa sonuçta hem akademisyenler hem de öğrenciler için etkili verimli bir eğitim deneyimi gerçekleşir.

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The development and validation of a teacher education digital literacy and digital pedagogy evaluation

Cited by 14 publications

References 13 publications

Digital Competences of Pre-service Teachers in Italy and Poland

Digital Competences of Pre-service Teachers in Italy and Poland

Understanding Student Engagement in Hybrid Learning : An Analysis Impact Digital Literacy and Academic Self-Efficacy

Yükseköğretimde Dijital Pedagoji

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