Assessment of high school teachers on their digital competences (original) (raw)
Related papers
Education and Information Technologies
Teachers’ digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers’ DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers’ total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: 1) Teaching preparation; 2) Teaching delivery & students’ support; 3) Teaching evaluation & revision; 4) Professional development; 5) School’s development; and 6) Innovating education. The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial struc...
Development of the Digital Competence in Secondary Education Teachers’ Training
2018
Digital competence is one of the 8 key competences for life-long learning developed by the European Commission, and is requisite for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. To accompany young learners in the development of the competence, and to guarantee optimal implementation of ICTs, it is necessary that teachers are, in turn, literate. We had 43 Secondary School teachers in initial training to assess their own level of competence in the 21 sub-competences in 5 areas identified by the DIGCOMP project, using the rubrics provided in the Common Framework for Digital Competence of Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of Digital Competence was low (Initial). Students scored highest in Information, which refers mostly to the operations they performed while being students. Secondly, in Safety and Communication, excluding Protection of Digital D...
Development of Digital Competence in Secondary Education Teachers' Training
Education Sciences, 2020
Digital competence is one of the eight key competences for lifelong learning developed by the European Commission, and is a requisite for personal fulfilment and development, active citizenship, social inclusion, and employment in a knowledge society. To accompany young learners in the development of competence, and to guarantee optimal implementation of information and communication technologies (ICTs), it is necessary that teachers are, in turn, literate. We had 43 secondary school teachers in initial training to assess their own level of competence in 21 sub-competences in five areas identified by the DIGCOMP project, using the rubrics provided in the Common Digital Competence Framework for Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of digital competence was low (Initial). Students scored highest in information, which refers mostly to the operations they performed while being students. Secondly, in safety and communication, excluding protection of digital data and preservation of digital identity. Lowest values were achieved in content creation and problem solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.
Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS)
Journal of learning and teaching in digital age, 2023
The competences expected from teachers are described in several international reports. An investigation of teacher competences has a potential to analyze and delineate the current situation. Assessment of any construct necessitates utilization of appropriate scales with established validity and reliability. Currently available validated digital competence scales have examined digital competences of citizens, teachers, students, but most are based on only one digital competence framework. In this study a valid, reliable, and comprehensive scale entitled "Teachers' Digital Competence Scale" (TDiCoS) for teachers of different subjects has been obtained by relying on standards/policy reports from several countries. TDiCoS items measure teachers' self-assessment and report of their use of digital technologies in their classrooms. TDiCoS was validated on a sample of 288 in-service teachers. In the final form TDiCoS is unidimensional and composed of 19 items. The model fit criteria, factor loadings, internal validity, and reliability of TDiCoS were examined and found to be good. Hence, it can inform design of new policies and teacher professional development programs targeting digital competences.
Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors
Research, Society and Development
Educators' digital competence is essential for the promotion of teaching strategies concatenated with the digital society's demands. The aim of this study is to analyze the digital competence of 39 university professors in Santo Amaro, Bahia State, Brazil, pointing out formation paths for development of educational practices able to promote learning in digital environments. It is configured as an exploratory and descriptive research, with a quantitative approach, using the self-assessment scale from Digital Competence of Educators (DigCompEdu). Out of the 39 responding university teachers, 18 were of the female gender (46.2%) and 21 male gender (53.8%), with ages varying between 25 and 62 years. The results related to the different scopes revealed a mean value (44 points) that locates the participating educators in level B1 (integrator), close to level B2 (which begins with 48 points). The professors surveyed revealed gaps at the digital competence related with the role of t...
University Teachers’ Digital Competence: A Case Study from Portugal
Social Sciences
It has become increasingly important to train for an educational culture that makes use of digital technology to enhance its practices. Frameworks such as DigCompEdu enable identification of weaknesses and areas which require more training. This paper presents the results of a case study with 249 participants from a Portuguese University examining differences in the digital competence of teachers according to gender, age, faculty and experience. Based on the data obtained, it was found that there were no significant differences and that it was, therefore, more important to consider training for digital empowerment according to the different areas of the DigCompEdu framework and to address weaknesses found in each of these areas.
Journal of New Approaches in Educational Research (NAER), 2016
This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students' digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students' self-perception of their improvement in these competencies through the tasks they had performed. Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.
Evaluation of Digital Competence in Teacher Training
2023
The changes that society is experimenting affect the educational system, including a wide range of educational agents. Teachers are required to adapt to these changes and to be involved a continuous learning process in order to offer a high-quality education. For this reason and the concern about the digital competence of both, teachers and students, the aim of this study is to detect the level of digital competence of pre-service teachers, specifically 316 students among the Faculty of Education of the University of Salamanca (USAL). Since digital competence is a broad concept, we are focusing on information and data literacy. The procedure to detect digital and informational competence that has been applied includes a self-perception scale but also objective evidences, which allow to carry out a comparison between how pre-service teachers perceive themselves and what they actually know. The results show moderate levels of digital competence in the preservice teachers but also significative differences among their self-perception and their results in the objective evidences. CCS CONCEPTS • Social and professional topics ➝ Computing education. • Social and professional topics ➝ User characteristics.
Acta Scientiarum. Technology
The current pandemic crisis the world is living in has brought new and emerging challenges to teachers, making it essential to acquire digital skills, especially in virtual learning environments and online technologies. In this sense, from the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by Dias-Trindade, Moreira, and Nunes (2019), the research presented in this paper aims to identify the most fragile and robust areas of digital skills of primary and secondary education (ISCED) perceived by teachers in Portugal. The quantitative methodological approach emphasizes teachers' perception of their digital skills in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students' competences and involved 434 teachers from mainland Portugal and the Autonomous Regions. The results allow us to conclude that teachers have an overall moderate level of digital proficiency – level B1 - Integrators – and the...
Nordic Journal of Digital Literacy, 2016
Educational technology provides an opportunity to improve the quality of education. There is however a lack of uptake in utilizing the equipment provided, as well as a lack of well-established methods for monitoring the use of educational technology. In this paper, which is based on one of the largest ICT studies in secondary schools in Norway, we explore the relationship between upper secondary school teachers' digital competence analysed by demographic, personal and professional characteristics. The implications of this study are that demographic, personal and professional characteristics, such as a teacher's age, work experience, gender, screen time and ICT education, predict teachers' high or low digital competence in upper secondary school to a certain degree. Further research is recommended in order to validate these preliminary findings.