Teachers’ Digital Competences: An Overview on Technological Perspectives (original) (raw)
Related papers
PEDAGOGIK: Jurnal Pendidikan
The current development has turned students into digital natives, also known as the digital generation, which demands that educators upgrade their competencies to align with the present conditions. This research aims to understand the characteristics and strategies for developing digital competencies among educators. The study adopts a qualitative approach with a case study design. Data collection is conducted through participant observation, in-depth interviews, and documentation. The collected data is analyzed using the Miles, Huberman, and Saldana data analysis techniques. The research findings reveal that the digital competency characteristics educators possess consist of digital literacy skills, the ability to interact and communicate through digital media, the ability to address the impact of digital content, and the ability to solve problems based on digital media. The strategies employed to enhance digital competencies include professional training and development, collabora...
Digital Competence of Language Teacher Trainees. A Comparative Study
Acta Universitatis Sapientiae, Philologica
Digital competence plays an essential role in the work of teachers in general, and it has its specific challenges regarding language teachers. In their future profession, teachers will need to be able to respond to challenges of the digital world and to develop 21st-century competencies in a conscious, goal-oriented way supported by digital tools. Our survey proposes to map the level of development of digital competence among first-year translation and interpretation students, also enrolled in language teacher training. The tool of the survey was a questionnaire. In compiling the questions, we relied on the digital competence elements of the five competence areas of the European Union DigComp 2.1 reference framework. The results suggest that students’ digital competence level is advanced, but there are areas and competences that require targeted intervention.
Teacher Digital Literacy: The Indisputable Challenge after COVID-19
Sustainability
The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained t...
Digital competence of Moroccan teachers of English
2018
During recent years, digital competence has become a major concept in the discussion of which skills people should have in the knowledge society. Teachers’ digital competence is becoming a key element for the construction of useful pedagogical knowledge for practice and improvement of students’ learning. This paper presents the results of a research based on the adaptation of the Competence Framework for the Digital Competence of Educators (DigCompEdu) to explore, in a case study with 160 Moroccan English teachers, how they perceive their digital competences. In general, the statistics show a good distribution of competence levels across our subjects of study. The competences that had the highest mean scores are: selecting digital resources, teaching and reflective practice. Teachers with a higher level of digital teaching confidence and those with more years of teaching experience are more likely to have higher digital competence scores. The critical competences with low average sc...
Teachers' Digital Skills Readiness During COVID-19 Pandemic
International Journal of Emerging Technologies in Learning (iJET) , 2021
The COVID-19 crisis revealed the necessity for teachers to have digital skills in order to effectively teach online. Teachers should be able to exploit , use, and apply digital technologies in all educational activities. This paper investigates teachers' perceptions regarding their digital skills for performing their teaching and professional responsibilities during the pandemic. More than eight hundred teachers participated in a survey regarding the use of digital technologies in their teaching and their professional responsibilities. Indicative digital tools that can be used by digital competent teachers are also presented to cover all areas of the teachers' professional activities. Their answers revealed that they mostly used digital tools for finding, evaluating, and developing educational resources as well for teaching. They also used digital tools for self-study, students' assessment, as well as interacting and communicating with students. However, they hardly used digital tools for other teaching activities such as feedback and final evaluation of the students, or revising the educational resources. Finally, they could not deal with long-term planning, management, and development of either their school or education in general. Although it is important for teachers to effectively respond to their daily emergent teaching responsibilities, consideration should also be given to the long-term planning and development of the digital school and digital education in general.
The Ability of Digital Literacy for Elementary School Teachers
JPI (Jurnal Pendidikan Indonesia), 2021
This study aims to analyze the digital literacy skills of elementary school teachers. This study used quantitative research. The research subjects were 76 elementary school teachers. The research instruments used were observation sheets, interview guides, and questionnaires. The data analysis technique used in this research is a descriptive statistical analysis which is carried out by providing an overview of the data that has been collected and then making conclusions or descriptions related to the data. Based on the results of this study, it can be seen that the digital literacy skills of elementary school teachers need to be improved. This is done so that elementary school teachers can have good literacy skills in using and utilizing existing technology tools and digital media to design or design learning processes that are creative, innovative, and fun and can make students think critically. Also, good digital literacy skills can help teachers respond to the challenges of the ti...
Digital Competence of Post-Pandemic Teachers Based on Gender, Work Period, and Certification Factors
Eduma : Mathematics Education Learning and Teaching, 2023
Technological developments must be balanced with the skills of mastering these technological products. Digital competence is highly correlated with the use and awareness of teachers in applying technology to their professional activities. This article presents diagnostic results on Teachers' self-perceptions of their digital competence. The digital competency framework based on DigiComp has five dimensions as an evaluation tool. The sample of this study consisted of 11 upper-middle-level teachers with various characteristics. Questionnaires were used to collect teacher response data. Descriptive analysis is used to diagnose teacher competence. The results showed that teachers have good skills in the aspects of information and data literacy as well as communication and collaboration. Digital content creation and problem solving skills related to the use of technology still need improvement efforts through improving soft skills. Increasing digital competency skills really needs to be pursued to integrate technology into the learning process
Pre-service English Teachers` Views on Digital Literacy Competences in Language Teaching
Proceedings of the Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia, 2020
Teaching in digital era allows the pre-service teachers to build their digital literacy to run digital teaching effectively and efficiently. Digital literacy on language teaching is the ability to select, evaluate, operate and apply digital media and digital tools in teaching and learning process. This current study aimed at investigating the pre-service English teachers` views on digital literacy competences in language teaching. Survey research was conducted to gather the data and 67 pre-service English teachers were as the participants. The data taken from questionnaire were analyzed through percentage analysis. The finding indicated that the pre-service English teachers were in average digital literacy competences, 84% of them were familiar with social media, 87 % of them argue that digital literacy competences as one of important things in digital teaching, 70% of them were familiar with digital media for EFL teaching. As the conclusion, the pre-service English teachers still need the professional training to upgrade their digital literacy competences and face the digital teaching.
Are We Prepared to Teach English in a Digital Age?
Ars Artium, Vol. 9 , 2021
People use digital tools to transmit, store, create, share or exchange information of various sorts. These tools provide a vast repository of knowledge and tend to be resorts of twenty-first century information seekers. Academics nowadays are likely to begin their work by searching electronic databases. English teachers use PowerPoint or interactive whiteboards in their classrooms. They now have to acknowledge that the digital skills that were once the province of computer science students are now crucial across the entire spectrum of education. The last few decades have witnessed an exponential growth in the use of technology for language learning and teaching purposes. Students use different digital tools in their daily lives outside the classrooms. Teachers use technologies in their classrooms in order to help their students learn. English teachers have to adopt different roles as they engage and interact with increasingly complex web of digital texts and communication that compose the twenty-first century economic and educational environment. The effective English language teaching needs to capture the key aspects of changes in work practices, digital practices in particular. This article focuses on the competence English teachers need to develop to teach English in the digital environment. The article also discusses the two major dimensions of digital world which English teachers need to know; namely principal roles the technologies play and digital competence 21 st century English teachers need to possess.
DIGITAL LITERACY AND THE URGENCY IN PERMANENT TRAINING FOR EDUCATORS POST PANDEMIC (Atena Editora)
DIGITAL LITERACY AND THE URGENCY IN PERMANENT TRAINING FOR EDUCATORS POST PANDEMIC (Atena Editora), 2024
The central objective of this article is to produce theoretical reflections on digital literacy for educators in a post-pandemic context. Qualitative research in education was used as a theoretical methodological procedure. During the investigative process, a bibliographical review was carried out based on studies by Coscarelli, Buzato, Kenski, Levy, Moran, among others, seeking to develop a solid theoretical framework for greater solidity in the studies. The studies were systematized and anchored in the delimited bibliography and allowed the following conclusions to be reached: a) technologies brought new expectations to the demands of social literacy practices; b) there is an urgency to adapt technology in the context of teacher training and pedagogical performance; c) teachers’ lack of digital literacy; d) technologies need to be mediated in constant dialogue regarding the need for digital citizenship. This study sought to understand the difficulties involved in integrating technological instruments into pedagogical practice, as well as their effectiveness in teaching and learning. Therefore, it is believed that the analysis of this research opens new perspectives to strengthen the conscious thinking of training that meets the needs of technology-mediated learning in basic education in public schools.