Abstract
This research paper’s aim was to investigate both the pre-service teachers’ perceptions of their digital competence and if gender, type of the bachelor’s degree and age made the opinions different or not. To do so, the clustering analysis method was employed to analyze the areas and items of the digital competence questionnaires used as a data collection technique. The study group included 291 participants who are now teacher-trainees in Draa-Tafilalte Regional Teacher-Training Center in Errachidia and Ouarzazate in the south-east of Morocco. In so doing, a number of results attained and basically confirmed that the level of the teacher-trainees’ digital competence was low or weak and that the three parameters (the type of the bachelor’s degree, gender and age) played a significant role in shaping different opinions on their digital competence. This paper ended with some major implications that were drawn from the findings of this study in our bid to highlight some needs of the pre-service teachers that should be met in their training courses and related activities to develop their digital competence in teaching and learning process.
Highlights
Nowadays, no one can deny the fact that technology has dominated our lives from the very outset of this third millennium or so and becomes an indispensable part of our daily life
The study’s purpose was to know the opinions of the teacher-trainees on their digital competence and to determine whether these opinions were different owing to these three variables: gender, type of the bachelor’s degree and age. It was obvious from the data the questionnaires contained that the teacher-trainees’ average response to the items of the categories “information and data literacy” and “communication and collaboration” was 3.2 and above
The opposite remark was made for the items of both “digital content creation” and “problem-solving” in the sense that they had a relatively lower response average than the first ones
Summary
No one can deny the fact that technology has dominated our lives from the very outset of this third millennium or so and becomes an indispensable part of our daily life. The same can be said in the field of teaching, teachers are all invited to learn how to employ the latest technologies used in teaching and learning operation since it hugely contributes to improving teaching practices and styles and helps them to always keep abreast of the developments that this field witnesses ceaselessly (Williams, et al 2004). Motivation has a direct relationship with technologybased instruction for students and teachers and their academic achievements and the improvement of their teaching practices and styles. Some studies confirmed that relationship by having reached the fact that the teachers who use technology are always ready to spend more time in class thanks to the enjoyment and lightheartedness of the teaching activities they devised with technological devices and computer programs (Vongkulluksn et al 2018).
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