IMPORTANCE OF DIGITAL COMPETENCES AND ATTITUDES TOWARD RESEARCH IN MEXICAN TEACHERS

2021 ◽  
Author(s):  
Pedro José Canto Herrera ◽  
◽  
Hugo Salvador Flores Castro ◽  
Sergio Humberto Quiñonez Pech
Keyword(s):  
Research Group ◽  
Training Needs ◽  
Research Groups ◽  
Digital Competence ◽  
Cognitive Dimension ◽  
Digital Skills ◽  
Teachers Attitudes ◽  
The One ◽  
Educación Primaria ◽  
Creativity And Innovation

The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards research. All questions use a Likert scale with 5 answer options. Cronbach's Alpha was used to determine the reliability of the instrument. It was found that the questions related to the importance of digital competence an alpha equal to 0.912 and for the questions of attitudes towards research an alpha equal to 0.854. It was found that teachers considered important the five digital competences dimensions. It also was found that they considered that creativity and innovation as the most important dimension and the use and access of information as the less important. The participant teachers’ attitudes towards research were more neutral. It was found that the cognitive dimension was the one with the highest score, while the behavioral dimension the one with the lowest score. It is concluded that training needs are detected to improve their digital skills and their attitude towards research, the need for further research on the effect is perceived that could have for the development of research groups in this institution.

scholarly journals Exploratory portals of research data in education

2015 ◽  
Vol 7 (2) ◽  
pp. 21-27
Author(s):  
Nicoletta Di Blas
Keyword(s):  
Data Mining ◽  
Technology Integration ◽  
Research Group ◽  
Research Data ◽  
Research Groups ◽  
Faceted Search ◽  
Large Sets ◽  
Research In Education ◽  
The One

Abstract This paper presents a powerful tool to enhance research in education: ‘exploratory portals’, supporting effective storage, sharing and exploration of large sets of research data. The workflow is the following: data are gathered by a research group; they are then classified according to a taxonomy (the one that best fits the group’s research interest); once uploaded in the portal, they can be ‘explored’ via a combination of faceted search (enriched by Boolean operators) and data mining techniques. The system can thus answer in a few seconds to sophisticated user’s queries that otherwise would require hours; it can save a session’s results and materials for sharing with other scholars or for further investigation. The paper presents a case study of exploratory portal, dealing with data on (technology-based) education. The portal has effectively been used by five different research groups, to run complex investigations of data about technology integration into schools.

scholarly journals De la iniciación al manejo tolerado de tecnologías. La competencia digital de los estudiantes madrileños antes de la educación secundaria

2019 ◽  
Vol 19 (61) ◽  
Author(s):  
Joaquín Paredes-Labra ◽  
Ada Freitas ◽  
Pablo Sánchez-Antolín
Keyword(s):  
Information Search ◽  
Digital Competence ◽  
Daily Lives ◽  
Five Dimensions ◽  
Content Creation ◽  
One Laptop Per Child ◽  
The One ◽  
Educación Primaria ◽  
National Test ◽  
Competencia Digital

En el presente trabajo se analizan los resultados en competencia digital de los estudiantes de la comunidad de Madrid (España) de último curso de educación primaria (11 años) en centros que facilitan la inmersión en tecnología (OLPC). Los estudiantes participaron en la resolución de una prueba organizada al efecto, de ámbito nacional, dividida en cinco bloques, tantos como dimensiones del concepto de competencia digital manejado. Entre los resultados se observa un bajo dominio en prácticamente las cinco dimensiones, en concreto algunos aspectos de la búsqueda de información, creación de contenidos y resolución de problemas con los dispositivos. Estos resultados hacen plantearse las dificultades de estos estudiantes para enfrentarse al manejo tolerado de dispositivos tecnológicos en su vida cotidiana el próximo curso académico, cuando accedan a educación secundaria. This paper analyzes the results of the digital competence of students from Madrid (Spain) of the last course of primary school (about 11 years old) through immersion technology programs in education such the One Laptop per Child (OLPC) initiative. The students answered a national test organized for this purpose, divided into five sections that correspond to the dimensions of the conceptualization of digital competence. Among the results, there is a low level of mastery of digital competence in all five dimensions, especially a few aspects of information search, content creation and problem-solving through devices. These results raise the difficulties of these students to face the tolerated use of technological devices in their daily lives for the next educational stage in secondary school or high school.

scholarly journals Digital Skills in the Z Generation: Key Questions for a Curricular Introduction in Primary School

Comunicar ◽  
2016 ◽  
Vol 24 (49) ◽  
pp. 71-79 ◽  
Author(s):  
Ana Pérez-Escoda ◽  
Ana Castro-Zubizarreta ◽  
Manuel Fandos-Igado
Keyword(s):  
Primary School ◽  
School Context ◽  
Skills Acquisition ◽  
Primary School Students ◽  
Digital Competence ◽  
School Students ◽  
Academic Level ◽  
Digital Skills ◽  
Educación Primaria ◽  
Competencia Digital

Media convergence and massive usage of Internet-connected devices, distinguishing features of our current society, cause changes in the way that new generations learn and access knowledge. In addition, emerging new digital skills are necessary for the Z generation to face the challenges of a digital society. This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this generation. The results show that the acquisition of digital competences is not inherent to use, but require specific instruction. Otherwise, there is a danger of creating a digital divide, not due to frequency of use or access to connected devices but to lack of instruction on how to use them. The absence of significant variance in the overall level of digital competence among Primary School students of different grades reflects, to some extent, that this level is largely acquired by informal activities with ICTs in an informal context, rather than by developing competences in a school context that affords gradual and progressive skills acquisition. The results show the need to address digital competence in schools, focusing on the systematic development and enhancement of its component areas to move beyond the informal level and reach the academic level, thus facilitating digital natives’ access to future employment. La convergencia mediática y el uso masivo de dispositivos conectados a Internet, rasgos distintivos de la sociedad actual, provocan cambios en el modo en el que las nuevas generaciones aprenden y acceden al conocimiento. Además, emergen nuevas competencias, las digitales, que la Generación Z necesita para afrontar los retos de una sociedad digitalizada. El estudio presentado, de corte cuantitativo, con una muestra de 678 alumnos de Educación Primaria, pretende aportar evidencias empíricas sobre el nivel de competencia digital del alumnado perteneciente a dicha generación. Los resultados revelan que no adquieren habilidades digitales de forma inherente sino que precisan de educación al respecto, atisbándose el peligro de una brecha digital, no por uso o acceso a ellas, sino por falta de competencia. La ausencia de diferencia significativa en el nivel general de competencia digital entre el alumnado de diferentes cursos de la etapa de Educación Primaria refleja que, en cierta medida, ese nivel se adquiere más por convivencia con las TIC en contextos informales que por un adecuado desarrollo en el contexto escolar que potencie gradual y progresivamente su adquisición. De los resultados se desprende, por tanto, la necesidad de abordar la competencia digital en la escuela, incidiendo en el desarrollo de las áreas que la componen y potenciándola para superar el nivel de uso en la vida cotidiana y acercarla al nivel académico que facilitará su inclusión al mundo laboral.

Fundamental Research into Thin Films in a Developing Country

1972 ◽  
Vol 30 ◽  
pp. 500-501
Author(s):  
J.A. Eades ◽  
E. Grünbaum
Keyword(s):  
Thin Films ◽  
Growth Process ◽  
Empirical Process ◽  
Nucleation And Growth ◽  
Research Groups ◽  
Film Research ◽  
Fundamental Research ◽  
Controlled Deposition ◽  
The One ◽  
The University

In the last decade and a half, thin film research, particularly research into problems associated with epitaxy, has developed from a simple empirical process of determining the conditions for epitaxy into a complex analytical and experimental study of the nucleation and growth process on the one hand and a technology of very great importance on the other. During this period the thin films group of the University of Chile has studied the epitaxy of metals on metal and insulating substrates. The development of the group, one of the first research groups in physics to be established in the country, has parallelled the increasing complexity of the field.The elaborate techniques and equipment now needed for research into thin films may be illustrated by considering the plant and facilities of this group as characteristic of a good system for the controlled deposition and study of thin films.

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers

1979 ◽  
Vol 2 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Floyd Hudson ◽  
Steve Graham ◽  
Michael Warner
Keyword(s):  
Support Services ◽  
Training Needs ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Exceptional Children ◽  
Regular Class ◽  
Secondary Purpose ◽  
Educational Degree ◽  
Teachers Attitudes ◽  
And Training

A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.

What has digital technology done for us and how can we evolve as a sector to make best use of what it has to offer?

2021 ◽  
Vol 46 (1) ◽  
pp. 25-31
Author(s):  
Nicki Moore
Keyword(s):  
Career Development ◽  
Digital Technology ◽  
Career Guidance ◽  
Training Needs ◽  
Barriers And Enablers ◽  
Use Of Technology ◽  
Digital Skills ◽  
The Uk ◽  
The Way

The need for career development practitioners to develop digital skills is a subject which has been revisited many times. This article draws on research undertaken in the UK in 2019 to establish the barriers and enablers in the use of technology to delivery career guidance and the training needs of the career development workforce to make the most of what digital technology has to offer. The research found that career development practitioners were using digital technology and applications both in their practice with clients and in the way they manage their business. This has prepared them to respond to the challenges in delivering career development services that the COVID-19 pandemic presented.

scholarly journals COVID-19 AND THE DIGITAL TRANSFORMATION OF EDUCATION: THE CASE OF LATVIA AND LITHUANIA

2021 ◽  
Vol 5 ◽  
pp. 221-231
Author(s):  
Sandra Trinkūnienė ◽  
Loreta Juskaite
Keyword(s):  
Educational Outcomes ◽  
Dynamic Capabilities ◽  
Digital Transformation ◽  
Added Value ◽  
Digital Competence ◽  
Education Outcomes ◽  
Rapid Changes ◽  
Digital Skills ◽  
Learning Institutions ◽  
Positive Effect

Educational ecosystem is facing rapid changes due emerging technologies and their rapid penetration to daily use. When the COVID-19 pandemic emerged, it only accelerated many of these trends. Nevertheless, some education systems have been able to adapt to the changing situation and digital transformation more easily than others. Digital competence is essential for learning, work and active participation in society in digital transformation context. Given the pressure of change on existing learning institutions and learning models, ICT offers broad opportunities for developing a different view. In order for digital education actors to adapt to the digital transformation in the education sector, they also need to have the skills needed to use technology effectively. However, there is a lack of computer and technological literacy. In Latvia and Lithuania, about one in three workers has limited or no digital skills, and most STEM vacancies remain unfilled because workers do not have the necessary competencies and are not inclined to study or retrain. The aim of the study is to assess the effect of dynamic capabilities for added value educational outcomes during COVID-19 recession. The results of the study revealed that dynamic capabilities have a direct positive effect on value based education outcomes.  

scholarly journals EFFECTIVENESS OF FEEDING DRY BREWERS GRAINS TO REPAIR HEIFERS OF THE JERSEY BREED

2019 ◽  
Vol 57 ◽  
pp. 16-21
Author(s):  
A. A. Veres ◽  
M. M. Kryvyi ◽  
V. P. Slavov ◽  
Yu. P. Polupan ◽  
V. G. Кеbkо ◽  
...  
Keyword(s):  
Research Group ◽  
Total Protein ◽  
High Protein ◽  
Economic Research ◽  
Control Group ◽  
Main Body ◽  
Joint Stock Company ◽  
Body Measurements ◽  
Research Groups ◽  
Chest Girth

Introduction. An important reserve for increasing the profitability and competitiveness of livestock production would be solving the problem of feed protein deficiency in animal feeding. Significant contribution to the solution of this problem can be made by using high-protein waste of oil extraction (meal, cake), alcohol (bard), brewing (brewers grains) industries for feeding purposes. Since the liquid brewers grains is poorly preserved and easily spoiled, especially during the summer, and its transportation over long distances requires large costs, in this regard, there is a current problem of drying the liquid brewers grains and its usage as a high-protein fodder for feeding animals in dry form as part of animal mixed fodder. The purpose of our research is to study the effectiveness of feeding dry brewers grains to repair heifers of the Jersey breed. Research materials and methods. Research on the feeding dry brewers grains effectiveness was carried out on repair heifers of the Jersey breed at the age from 2 to 12 months on the basis of the farm SE “Dan-milk” in Cherniakhiv district of Zhytomyr region. Dry brewers grains produced by private joint-stock company (PJSC) “Obolon” were used for the research. Research result. The content of crude protein in 1 kg of dry brewers grains, which was used in scientific and economic research, was 24.46%, or 244.6 g per 1 kg of dry brewers grains. In order to study the effectiveness of feeding dry brewers grains, three groups of repair heifers of the Jersey breed were formed for the research, 8 heads each, according to the following scheme: one control group of repair heifers, and the other two were research groups. According to the research scheme, the control group of repair heifers received a standard grain mixture without dry brewers grains. The difference in the feeding of repair heifers of research groups consisted in different levels of feeding dry brewers grains, which was included in the grain mix of the II research group in the amount of 15%, and the III research group - in the amount of 20%. As a result of the research, there was an increase in the average daily gains of the II research group heifers, which ration included 15% of dry brewers grains in the mixture composition: for the period from 2 until 6 months – up to 0.811 kg against 0.786 kg, for a period from 6 until 12 months – up to 0.671 kg against 0.657 kg, for a period from 2 until 12 months – up to 0.727 kg against 0.709 kg in the control group. At the age from 9 and 12 months of cultivation of repair heifers of the II research group, which grain mixture included 15% of dry brewers grains, there was a tendency of the main body measurements increase: height at the withers, chest girth and oblique torso length, compared with the repair heifers of the control group. In heifers of the III research group, which ration included 20% of dry brewers grains of the grain mixture, the main body measurements were lower than in heifers of the control and II research groups. While studding main hematological indicators of the repair heifers of the control and research groups at the age of 6 and 12 months of cultivation, it was found that the inclusion of 15% of dry brewers grains in the grain mixture of the ration of the repair heifers of the II research group improved their passage of biosynthetic processes and the use of nitrogen, which indicates a tendency to increase in their blood total protein content compared to the control group primarily due to globulins, which indicates an improvement of immune-protective properties in the heifers of this group. The increase in the content of total protein and globulins against the control group in the heifers of the III research group, grain mixture for which included 20% of dry brewers grains, was manifested to a lesser degree. Summary. The inclusion of dry brewers grains in the grain mixture of the rations of repair heifers of the Jersey breed of the II research group in the amount of 15% of the total weight of the grain mixture, provided an increase in their average daily gains compared to the repair heifers of the control group and amounted to for the period from 2 until 6 months – 3.2%, for the period from 6 until 12 months – 2.1%, for the period from 2 until 12 months –2.6% with a tendency to increase the main measurements at the age of 9 months: height at the withers up to 104.0 cm against 103.5 cm, chest girth – 142.8 cm against 141.4 cm, oblique torso length – 131.8 cm against 131.4 cm in the control group.

Improving Teachers' Digital Competence to Bridge the Language Gap

2020 ◽  
pp. 67-82
Author(s):  
Manuela Caravello ◽  
Cristina A. Huertas-Abril ◽  
María Elena Gómez-Parra
Keyword(s):  
Flipped Classroom ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Foreign Language Teachers ◽  
Digital Innovation ◽  
Knowledge And Skills ◽  
Digital Skills ◽  
The Times ◽  
Set Up

This chapter aims to examine the digital skills that foreign language teachers must have in our global interconnected society and the ways in which they can acquire them. Pedagogical and digital innovation has been traveling along the same lines for some time. In recent years, however, in all fields of education—and more specifically in the didactic of foreign languages—several methods and techniques that increase the use of digital technology have been developed. Consequently, all teachers must keep up with the times. In this light, the objective of this chapter is to reflect on the pedagogical scenario that the digital age has set up, as well as on the ideal portrait that teachers must have. Then, the authors will focus on the specific digital skills that teachers who want to “flip” their teaching process should have: What are the basic knowledge and skills that a teacher must master if they wish to rethink their practices and embark on a flipped classroom approach?

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

Sign in / Sign up

Export Citation Format

Share Document