Abstract
Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.
Highlights
Operating computers, smartphones, and the Internet are elementary skills within modern society
Recent months showed how important it is for teachers and students to have appropriate information and communication technologies (ICT) knowledge and skills [2]
The level of digital competence among teachers is attracting increasing interest from both public and school-related stakeholders, and experts in media pedagogy. All of this translated into increasingly bold attempts to operationalise the concept of digital competence along with its simultaneous measurement
Summary
Smartphones, and the Internet are elementary skills within modern society. Limitations in this area generate a phenomenon defined as digital exclusion [1]. Recent months showed how important it is for teachers and students to have appropriate ICT knowledge and skills [2]. The level of digital competence among teachers is attracting increasing interest from both public and school-related stakeholders, and experts in media pedagogy. All of this translated into increasingly bold attempts to operationalise the concept of digital competence along with its simultaneous measurement
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