Abstract
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.
Highlights
IntroductionThe integration of emerging technologies into the educational environment and daily life has promised a boom of digital media and e-learning environments in which educational resources with open access and learning objects express their optimal educational potential [2]
Our study focused on the level of digital competence of university in-service teachers as well as the impact of variables such as gender and teaching experience upon digital competence
Due to the volume of data obtained in the complete study, this paper only presents data from the second section: Self-perception of teachers’ digital competence
Summary
The integration of emerging technologies into the educational environment and daily life has promised a boom of digital media and e-learning environments in which educational resources with open access and learning objects express their optimal educational potential [2]. Some of the features of the tremendous transformative potential offered by these technologies are the possibility to store and rapidly transmit information, the disappearance of space and time barriers and the use of multiple media formats. Within this technological context, it is crucial to be able to operate successfully in the digital domain or to develop digital related competence [3]
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