scholarly journals The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University

2021 ◽  
Vol 13 (8) ◽  
pp. 4163
Author(s):  
Yu Zhao ◽  
Ana María Pinto Llorente ◽  
María Cruz Sánchez Gómez ◽  
Liping Zhao
Keyword(s):  
Problem Solving ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Digital Content ◽  
College Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Years Of Teaching Experience ◽  
The Impact

With the development of Information and Communication Technologies (ICT) and the emergence of the Corona virus (COVID-19,) our way of life and even our education have been affected. The education approach has changed from traditional tutorials to online education. As a result, it has been a necessary for not only students but also teachers to improve their digital competence. The aim of this study was to describe in-service teachers’ self-perceptions of digital competence in the context of higher education and analyze the impact of gender and years of teaching experience on college teachers’ digital competence. For this purpose, a quantitative methodology has been used. A sample of 536 in-service teachers from Gansu Agricultural University, China, completed a questionnaire on digital competence. The data were collected in the academic year of 2019–2020. The results show that the sample considered themselves positively in information and data literacy, communication and collaboration, security and problem solving, while they self-evaluated their digital content creation negatively. Regarding the variables studied, significant differences were found in favor of male college teachers in the perception of digital competence. In relation to the teaching experience, teachers with less teaching experience thought themselves better in the areas of communication and collaboration, digital content creation, security and problem solving.

scholarly journals Pre-school Education Degree students´ prior knowledge and perception of digital competence

2018 ◽  
Author(s):  
Rakel Gamito ◽  
Pilar Aristizabal ◽  
María Teresa Vizcarra
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
School Education ◽  
Digital Content ◽  
Future Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Data Literacy ◽  
Digital Skills ◽  
Education Degree

Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Análisis de instrumentos para el diagnóstico de la competencia digital

2020 ◽  
pp. 1-12
Author(s):  
César González-Rodríguez ◽  
Santos Urbina-Ramírez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Competence ◽  
Digital Skills ◽  
Information And Communication ◽  
Definition Of ◽  
Methodological Aspects ◽  
The Impact ◽  
Educational Field ◽  
Competencia Digital

La importancia que han cobrado las Tecnologías de la Información y Comunicación en la sociedad durante los últimos años ha provocado que la competencia digital sea considerada como clave en el diseño de las políticas educativas y, en consecuencia, que desde diversos ámbitos se hayan desarrollado múltiples instrumentos destinados a la evaluación de las habilidades y destrezas digitales de docentes, discentes y población en general. Es por ello que se ha considerado pertinente analizar diversos tipos de herramientas usadas en la última década en España para el diagnóstico de la competencia digital del alumnado de distintas etapas educativas prestando atención, entre otros aspectos, a los ítems utilizados, la estructura de las herramientas o la metodología empleada. Este trabajo profundiza en el análisis de una serie de investigaciones que, pese a compartir, en muchos casos, aspectos metodológicos, difieren en su visión y concepción de la competencia digital, algo que dificulta el establecimiento de pautas comunes de evaluación, ya que resulta complicado acordar cómo medir una variable cuando la definición de la misma se presta a múltiples interpretaciones. Precisamente la definición de un marco común de referencia en el ámbito educativo que sirva para abordar la evaluación de las habilidades digitales es uno de los retos de investigadores e instituciones, si bien no se trata de una tarea sencilla cuando las tecnologías digitales se caracterizan por los continuos y vertiginosos cambios The impact of Information and Communication Technologies on society in recent years has caused digital competence to be considered the key to designing educational policies and, consequently, the development of numerous instruments for the evaluation of the digital skills and abilities of teachers, students and the population, in general, in several fields. Therefore, it has been considered relevant to analyze various types of tools used in the past decade in Spain for the diagnosis of the digital competence of students from different educational stages, paying attention, among others, to the items used, the structure of the tools or the methodology. This work goes in depth in the analysis of a series investigations that, despite sharing some methodological aspects in many ways, differ in their vision and conception of the digital competence. This makes the establishment of some common evaluation guidelines more difficult, since it is complicated to agree on how to measure a variable when its own definition could be interpreted in several ways. The definition of a common frame of reference in the educational field that serves to address the evaluation of digital skills is precisely one of the challenges of researchers and institutions. However, it is not an easy task when digital technologies are characterized by continuous and vertiginous changes.

scholarly journals Popular synchronous, asynchronous and hybrid e-learning systems

2021 ◽  
Author(s):  
Ecaterina Zubenschi ◽  
◽  
◽  
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Traditional Education ◽  
Young Generation ◽  
Digital Learning ◽  
Digital Competence ◽  
Learning Programs ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms

Online education requires careful thinking about how students and teachers are equipped to change traditional education to the new digital technology requirements. Digital learning management systems, communication tools and e-learning platforms play a crucial role in the new conditions of online learning. Programs and applications can help learning providers manage, plan, deliver, and track learning. Teachers, in addition to specialized skills in the field of teaching subjects, are presented with new skills of knowledge and management of digital tools. Digital competence is one of the eight key competences, materializing in the confident and critical use of the entire range of information and communication technologies for information, communication and problem solving in all areas of life. The use of digital technologies and living speech, represents a whole didactic creation, which individualizes the presented discourse to become an art in shaping the souls of the young generation.

scholarly journals Digital Content Creation Tools: American University Teachers’ Perception

2021 ◽  
Vol 11 (24) ◽  
pp. 11649
Author(s):  
Álvaro Antón-Sancho ◽  
Diego Vergara ◽  
Victoria Eugenia Lamas-Álvarez ◽  
Pablo Fernández-Arias
Keyword(s):  
Latin American ◽  
Teaching Experience ◽  
Digital Content ◽  
Academic Degree ◽  
Academic Characteristics ◽  
American University ◽  
Content Creation ◽  
University Teachers ◽  
E Learning ◽  
Latin American Countries

This paper studies the perception of Latin American university teachers about the effectiveness of digital content creation (DCC) tools for the creation of e-learning training actions. For this purpose, the opinions of a group of 564 teachers from different universities in 16 Latin American countries have been collected and their answers have been analyzed according to different sociological and academic characteristics (gender, age, teaching experience, area of knowledge, and academic degree). The results indicate that Latin American university teachers express high levels of digital training and highly value the didactic effectiveness of DCC tools to develop e-learning training actions. This valuation is significantly higher among females than males. Gender is also revealed as the most influential characteristic in the perception of teachers about the use of digital resources in the classroom, above any other aspect.

scholarly journals Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action

2020 ◽  
Vol 12 (14) ◽  
pp. 5646 ◽  
Author(s):  
Luis Espino-Díaz ◽  
Gemma Fernandez-Caminero ◽  
Carmen-Maria Hernandez-Lloret ◽  
Hugo Gonzalez-Gonzalez ◽  
Jose-Luis Alvarez-Castillo
Keyword(s):  
Online Education ◽  
Information And Communication Technologies ◽  
Paradigm Shift ◽  
Emergency Situation ◽  
Communication Technologies ◽  
Education Professionals ◽  
Face To Face ◽  
Novel Approach ◽  
Information And Communication ◽  
The Impact

This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.

scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals Humour-oriented classes: crucial issues

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Emotional State ◽  
Positive Impact ◽  
Teaching Experience ◽  
Modern Society ◽  
Education Institution ◽  
Foreign Languages ◽  
Years Of Teaching Experience ◽  
The Impact

In the article presented humor has been considered as an integrant part of foreign language teaching that can facilitate more effective students’ learning. The purpose of this study is to identify the role of humor in teaching foreign languages at non-linguistic faculties in the conditions of shortening classroom hours and the most appropriate types of humor to use in a classroom for the successful acquisition of a foreign language by university students. To deal with the tasks and achieve the research purpose, theoretical and qualitative research methods have been used: the analysis of pedagogical and psychological works, the systematization of scientists’ views and achievements combined with many years of teaching experience and observations. It has been noted that humor can take many forms and perform a variety of psychological functions in modern society. At university humor helps to learn in two ways: right through the emotional sphere and stimulating the process of cognition and indirectly by means of creating a more welcoming atmosphere, which in turn has a positive impact on the success of knowledge acquisition. Humor has a powerful effect on mental activity and consequently, improving the capacity of involuntary memorization, causes a kind of reflexive orientation to novelty. Moreover, humor is an express method of psychological relaxation in class. Special attention has been paid to the impact of humor on the emotional state of students and finding the most appropriate types and forms of humor to be used in class. An attempt to prove the importance of using humor in class in order to improve students’ acquisition of a foreign language in a higher education institution, notwithstanding the shortening of classroom hours according to the language course has been made.

scholarly journals Examining the Impact of E-Government on Corporate Social Responsibility Performance: The Mediating Effect of Mandatory Corporate Social Responsibility Policy, Corruption, and Information and Communication Technologies Development During the COVID era

2021 ◽  
Vol 12 ◽  
Author(s):  
Andrianarivo Andriandafiarisoa Ralison Ny Avotra ◽  
Ye Chengang ◽  
Tsimisaraka Raymondo Sandra Marcelline ◽  
Ali Asad ◽  
Yang Yingfei
Keyword(s):  
Corporate Social Responsibility ◽  
Online Education ◽  
Social Responsibility ◽  
Information And Communication Technologies ◽  
Partial Least Square ◽  
Mediating Effect ◽  
Equation Modeling ◽  
Information And Communication ◽  
Corporate Social ◽  
The Impact

During the Covid-19 era, this research will explore and analyze the link between e-government and corporate social responsibility. In addition, mandatory corporate social responsibility, institutional quality, information and communication technology, and corruption as mediators will also be explored in this study. This research seeks to answer the issue of how e-government affects corporate social responsibility and how other mediating variables might influence this connection. Furthermore, this study developed a total of 13 hypotheses based on these questions, 4 of which have mediating effects. The theoretical underpinning for the proposed study paradigm is provided by stakeholder theory, which has been established based on prior literature. The general philosophy is positivism, and the research has a deductive nature. The information was gathered from 305 managers across four industries: information technology, online services, online education, and logistics and supply chain. Data was collected using a random convenience sampling approach. The Partial Least Square Sequential Equation Modeling (PLS-SEM) research analysis approach was applied in this study for the analysis. The measurement step demonstrated that all constructs and indicators are valid and trustworthy enough to be utilized in the future. The results of the structural model evaluation revealed that e-government had a negative influence on corporate social responsibility, with three of the four mediating roles proving to be completely mediated. As a result, the government and relevant stakeholders should take these results into account when formulating e-government policies.

Sign in / Sign up

Export Citation Format

Share Document