Digital Teaching Competence Research Articles

Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence

Develop and validate a scale to measure primary and secondary teachers’ digital teaching competence

Implementation of Steam Technologies for Building Digital Competence of Future Music Art Teachers

The aim of the work is to determine the effectiveness of the implementation of STEAM technologies for building the digital competence of future music art teachers. This aim was achieved through a sociological survey, effectiveness calculations, variation, statistical error. It was established that most students' digital competence level was low (47%) before the study, which affected their level of knowledge. Only 12% of the students had a high level of digital competence. The obtained data contributed to developing approaches to training future music art teachers using STEAM technologies and digital opportunities. It was found that the use of the Vocal Range Vocaberry application has a greater impact on students’ digital competence, as the results are related to the detailed study of approaches to voice development. This approach to learning contributed to the acquisition of high-level knowledge by a greater proportion of students (71%). The practical significance of the work is related to the possibility of improving the system of training music art teachers with the use of digital technologies. Further research may focus on establishing the effectiveness of various vocal training programmes for future teachers.

An empirical study on English preservice teachers’ digital competence regarding ICT self-efficacy, collegial collaboration and infrastructural support

This study aims to investigate English preservice teachers’ digital competence regarding their self-efficacy in information and communication technologies (ICT), their collaboration with colleagues, and the support they received from the infrastructure. A questionnaire based on the “Digital competence of educators (DigCompEdu)” was used in this research. Structural equation modeling (SEM) was applied to verify the hypothesized model using data obtained from 425 graduate students majoring in English pedagogy. This study produced significant findings: (1) English preservice teachers’ ICT self-efficacy has strong or moderate positive associations with their perceptions of collegial collaboration, infrastructural support and digital competence; (2) the association between participants’ perspectives on collegial collaboration and digital competence is statistically equivalent to the association between their ICT self-efficacy and digital competence; (3) although English preservice teachers’ perceptions of infrastructural support have a positive association with their views on digital competence, it is not as significant as the former ones; and (4) further study is needed, as the dependent variables in this study explained only 66% of the variation in collegial collaboration, 44% in infrastructural support, and 78% in digital competence.

Frameworking vocational teachers’ digital competences

Two decades of international research on digital competence of teachers have provided a number of frameworks for empirical studies and curriculum development. However, research publications addressing the needed digital competence of vocational (VET-) teachers are scarce. In this article we ask to what extent leading conceptual frameworks on digital competence are fruitful templates for studying such competences in the case of VET-teachers’ professional development, and what could be alternative conceptual models that fit this professional category. A synthesis is made of relevant literature based on a theoretical platform in vocational didactics and digitalization that highlights the diversity of international VET-systems and the connectivity between work and school. We adopt an integrative literature research approach that combines systematic procedures and supplementary searches in an iterative way.
 Our descriptive analysis of the literature indicated that the international research on VET-teachers digital competence had in general a narrow focus on technical skills with a lack of perspective on key issues about their digital competences such as connectivity school / work, subject-specificity, and adaptive pedagogy. The articles tended to leave out contextual issues, for example the changing professional work of vocational teachers and background information about the national VET-systems. However, part of the literature pointed to the need for more “grounded” research starting from case-studies and qualitative data / mixed-methods research. Our synthesis of the literature in light of our theoretical framing identified four main topics for further research on VET-teachers’ digital competence that were incorporated in a working model or a “frameworking” that needs to be further developed in order to provide a rich and validated basis for constructing professional programs.

Digital competences of teachers in the use of YouTube as an educational resource: analysis by educational stage and gender

The purpose of this study was to analyze the digital competence of teachers on the use of YouTube as a didactic resource in the teaching and learning process of students. Specifically, this was analyzed and compared for each educational stage (Preschool Education, Primary Education, Secondary Education, Adult Education, and Vocational Education-VET) between genders of the teacher (female and male). For this, an ex post facto non-experimental design was used, with a sample of 2157 in-service teachers from all over Spain. Among the main results found in this study, teachers of all educational stages had satisfactory skills on the use of YouTube to search and communicate information, although low in relation to the creation of audio-visual material through YouTube. In addition, it was evidenced how gender was a significant factor which affected the competencies of teachers, in most of the educational stages analyzed.

Exploring factors influencing pre-service teacher’s digital teaching competence and the mediating effects of data literacy: empirical evidence from China

The development of pre-service teachers’ digital teaching competence is crucial for effectively infusing technology into teaching. With the growing importance of data in education, it is imperative to explore the influencing factors of digital teaching competence and the potential role of data literacy in facilitating competence. Thus, this study focused on investigating the factors influencing pre-service teachers’ digital teaching competence, namely technology attitudes, technology operations, technology ethics, and data literacy. Additionally, it examined the potential effect of data literacy on digital teaching competence. The study involved 244 Chinese pre-service teachers, and a Structural Equation Model (SEM) was created using SPSS and SmartPLS for analysis. The findings highlighted that technology attitudes, technology ethics, and data literacy directly influenced pre-service teachers’ digital teaching competence. Data literacy fully mediated the relationship between technology operations and digital teaching competence, and partially mediated the relationships between technology attitudes and digital teaching competence, as well as between technology ethics and digital teaching competence. Moreover, technology ethics acted as a partial mediator between technology attitudes and both digital teaching competence and data literacy. These results indicated that fostering positive technology attitudes, technology operations, and technology ethics could enhance pre-service teachers’ data literacy and improve their digital teaching competence.

PEDAGOGICAL CONDITIONS OF DIGITAL COMPETENCIES FORMATION OF SPECIALISTS IN THE INFORMATION AND EDUCATIONAL ENVIRONMENT

The new millennium clearly demonstrates the rapid development of new technologies. Its beginning is connected with the peculiarity of the development of society, which is influenced by the tendencies of digitalization of all spheres of human life, including education. Against the background of the penetration of digital technologies into all spheres of people’s lives, the problem of forming the digital competence of citizens becomes especially relevant. Under the current conditions of education development, there are increased requirements for the formation of digital competencies of applicants. The article reveals the pedagogical conditions for the formation of digital competencies of specialists in the information and educational environment of higher education establishments of Ukraine in connection with the active implementation of the concept of “Industry 4.0” worldwide. The education as a determining factor in the humanity development in the context of digitalization should ensure the personal growth of higher education, the formation of all necessary professional competencies and competitiveness in the world labor market. The relevance of the study of the phenomenon of “pedagogical conditions” (interpreted as a set of teaching methods and tools implemented by educational institutions in the process of training and aimed at the formation of digital competence in the study of professional disciplines), identified 10 basic pedagogical conditions. The importance of digital educational environment, information security, innovative technologies, educational and methodological support, various forms of digital learning, cloud technologies, increasing the level of digital competence of teachers in the formation of digital competencies of specialists is revealed. The implementation of the research results was carried out at the National Pedagogical Dragomanov University and Poltava V. G. Korolenko National Pedagogical University by conducting a pedagogical experiment.

Digital Competence and Job Performance in University Teachers in the Public Sector

Purpose: The objective of the study is to describe and evaluate the association of digital competence and job performance in public sector university teachers located in Lima, Peru. Theoretical framework: Being the digital competence necessary to improve the performance of teachers and increase their labor remuneration (Martín-Cuadrado et al., 2021). Design/Methodology/Approach: The same that has been possible to verify; thanks to the cross-sectional design and correlational descriptive level. In a sample of 184 university professors; who decided to participate freely and voluntarily to answer the questionnaires. Findings: The results show that the digital competence of teachers is at the advanced level at 45.7%, followed by the intermediate level with 38.9% and low at 15.5%. And in terms of work performance, the average level comes out with 36.2%, high 32.9% and low 13.3%. And by associating digital competence and job performance; it is found that the correlation value is (Rho = .290, p<.001); which expresses being of low magnitude and positive direction. Existing a nexus of positive and significant direction between both. Research, practical & social implications: Evidencing that the development of digital skills is associated with the job performance of university teachers in the public sector according to their praxis and academic work. That is, the optimization of the work performance of university teachers improves to the extent that they develop their digital skills, favoring teaching, the use of active strategies; problem solving and timely information management using digital media. Originality/Value: Because digital competence acts as a conditioning element for job performance in the exercise of university teaching.

Self-reflection proposal on digital competence for regular primary education teachers: the Selfie For Teachers model

Expansion of Digital Information and Communication Technologies (DICT) applied to education requires increasingly prepared educators to interact and produce knowledge, thus avoiding the mere transposition of analogue information to digital. Accordingly, analysis of the digital competence of teachers through self-reflection is a necessity in the face of the contradictions that the 21st century experiences, primarily with the Covid-19 challenges. The purpose of this study is to analyze the importance of the Selfie for Teachers model in the construction/improvement processes of digital competences of educators in primary education, providing them with a self-reflection on their level of digital skills. To this end, we opted for the methodological strategy of an exploratory and descriptive study, using bibliographic research on the subject as data source. The article concludes that the theoretical Selfie for Teachers model encourages teachers and suggests, through real-time returns, possibilities to constantly build on and improve their digital competence.

Urgensi Kompetensi Digital Guru Dalam Pembelajaran PAI di SMK NU Lamongan

This research seeks to explain the digital competence of teachers in learning and the urgency of digital competency for PAI learning. This research uses a qualitative descriptive approach and uses the instruments of interviews, documentation, and observation. The subject of this research is SMK NU Lamongan. As for information, PAI teacher The research revealed four core digital competencies to possess: information, communication, content creation, and security. Digitally competent teachers can develop learning by leveraging technology without neglecting pedagogy. Increased digital competence among teachers requires training, certification, and self-development through education and training. The use of digital media in learning helps teachers and learners face the challenges of digital competence, but there is still a lack of understanding of technology, especially among Islamic teachers. The digital competence of teachers at SMK NU Lamongan is very important in the implementation of PAI learning, which involves learning goals, materials, strategies, and evaluations. The aim of PAI learning is to increase the fearfulness and goodwill of the students. Teachers need to master digital competencies in order to be able to effectively use technology in PAI learning

Limites e possibilidades no processo de virtualização tecno-pedagógica das universidades peruanas.

The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.

Digital teaching competence for inclusion and social cohesion in teaching processes: Chilean experience during COVID-19

This study examined teacher digital competence training for inclusion and social cohesion in Chile during the Covid-19 confinement. The objective was to analyze how teachers are trained in ICT and how they use these tools to develop distance education processes. The methodology used was a quantitative approach through a descriptive design of a multiple-choice questionnaire. The findings indicate that ICT training occurs mainly as a spontaneous process of self-learning by the teacher and that their motivations for training in ICT respond mainly to the desire to improve their professional skills. Teachers highly value training processes to develop distance education processes around the use of technologies. The teachers who adapted their planning for the new distance education are those who carried out self-learning processes and have training in technological tools. Most teachers opted for a mixed approach in content delivery and complemented classes through video calling platforms with tools for asynchronous work. Regarding evaluation processes, teachers certainly know that clear and precise instructions are relevant in distance education.

What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample

The digital divide between rural and urban areas is becoming the key factors resulting educational imbalance, which might be exacerbated by differences in teachers’ digital teaching competence. Therefore, it was crucial to explore the divide and determinants of digital teaching competence between rural and urban teachers. A large-scale survey was conducted with 11,784 K–12 teachers in China (43.40% from rural schools and 56.60% from urban schools). First, this study investigated potential factors for teachers’ digital teaching competence, including information and communication technology (ICT) attitude, ICT skills, and data literacy. Second, the data indicated the digital divide existed, i.e., the ICT attitude, ICT skills, data literacy, and digital teaching competence of rural teachers were significantly lower than those of urban teachers. Third, the Blinder-Oaxaca decomposition method demonstrated that data literacy and ICT skills were the most important determinants of the divide in digital teaching competence between rural and urban teachers. Hence, our research provided important insights for policymakers, school leaders and teachers to bridge the digital divide.

Mechanisms for managing the processes of digital transformation of the school: development of digital competencies of teachers

Problem statement. The results of a pilot project on the introduction of a structural-functional model for managing the process of developing digital competencies of teachers as an intra-school system of advanced training with a focus on professional deficits in the field of digital competencies of teachers and target methodological support are discussed. The goal of the project is to increase the level of digital competencies of teachers to modernize the educational process of a modern school, change pedagogical practices and learning formats. The project is intended for secondary schools implementing digital transformation scenarios. Methodology. The study of the deficits of digital competencies of teachers was carried out on the basis of SAMR tools and monitoring of digital transformation, the analysis of educational resources of digital platforms, learning formats for building programs for the development of digital competencies. Results. The obtained empirical data on the approbation of management technologies based on data is discussed. The classification of the resources necessary for the project implementation is given, the key performance indicators are determined, the mechanisms for the implementation of the project are shown. Conclusion. Practical experience in modeling the processes of managing the development of digital competencies of teachers can be used by the heads of educational organizations, education authorities to design digital transformation projects and programs, expand the practice of using digital tools by teachers, and accelerate the dynamics of digitalization processes in educational organizations.

Examination of Higher Education Teachers’ Self-Perception of Digital Competence, Self-Efficacy, and Facilitating Conditions: An Empirical Study in the Context of China

In the digital age, it is necessary for higher education teachers to improve their digital competence to face the challenges of the advancement of technology. Because there are few studies on the digital competence of higher education teachers in the context of Asia, the aim of this study was to describe Chinese higher education teachers’ self-perceptions of digital competence and investigate the effects of self-efficacy and facilitating conditions and how they predict teachers’ digital competence. For this purpose, a quantitative methodology was used. A final sample of 525 in-service higher education teachers from China completed the questionnaire. The data were analyzed using descriptive analysis, inferential analysis, and latent variable path analysis. The results indicate, first, that teachers’ general perception of digital competence was at a high level, and of the seven competence areas, values, ethics, and security, digital resources, and continuing professional development areas ranked among the top four, respectively, based on their means. Significant differences were observed in the digital competence of teachers with regard to different levels of education, disciplines, and institutional categories. Second, according to the results of structural equation modeling, facilitating conditions were positively and significantly correlated with teachers’ self-efficacy and digital competence. In addition, self-efficacy exerted a significantly positive impact on teachers’ digital competence. Finally, self-efficacy was found to mediate the relationship between facilitating conditions and teachers’ digital competence. Implications are suggested for developing teachers’ digital competence according to the findings of this study.

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

AbstractThe increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares (PLS) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube, behavioural intention, and the system of relationships between factors. Practitioner notesWhat is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

BLENDED LEARNING IN THE CONTEXT OF DIGITAL TRANSFORMATION OF HIGHER EDUCATION

The integration of digital technologies with ordinary teaching and learning methods is a feature of higher education. Integration is growing rapidly, primarily due to the quick development of digital technologies and the enhancement of digital skills of both students and teachers. Digital technologies bring about powerful changes in the educational system. Expansion of an access to devices and communication increases students’ digital literacy. The development of learning environment and free online resources change the ways in which students get access to information and obtain new knowledge. Blended learning is an innovative teaching method today. The article substantiates the role of blended learning in the digital transformation of higher education, analyses the implementation of blended learning models in the educational process of a higher education institution. The advantages of using blended learning in the educational process and the key factors of an effective blended learning environment have been determined. The “Flipped Classroom” learning model has been substantiated in detail and effective methods for implementing the flipped classroom methodology have been identified. To implement a blended learning model, a teacher must possess competencies that include the digital competence of a teacher. The poll of teachers regarding their choice of blended learning models has been conducted. A wide range of digital tools, which are used by teachers during classes based on the blended learning method, have been identified. It has been summarized that the use of the mixed learning model contributes to the development of digital competence of teachers and students and the improvement of the quality of the educational process as well.

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

Öğretmenlerin Dijital Yeterliliklerinin Farklı Değişkenlere Göre İncelenmesi

This study examines the digital competence of teachers according to different variables. In this direction, 695 teachers working in primary, secondary, and high schools participated in the study. The Teacher Digital Competence Scale (2022), developed by Gümüş and Kukul, was used in the study analyzed using the scanning model. In line with the results obtained in the study, while digital competencies differ according to gender, and age range, no difference was observed according to school type, and foreign language levels. On the general evaluation of the analyses, it is thought that although the teachers have medium-level digital competences, considering the difficulties experienced during the pandemic period, the digital competences of the teachers observed at the medium level are eventually insufficient and the teachers should develop themselves in this regard.

Artificial intelligence, opportunities and limitations of its use in education

The article considers the problem of using artificial intelligence (AI) technologies in the educational process. Based on a review of foreign scientific publications, the author defines the essence of artificial intelligence, the opportunities that it provides to both teachers and students in the framework of educational practice. It is noted that competencies in the field of artificial intelligence have become one of the important technological skills of the twenty–first century. Having competencies in the field of artificial intelligence, people can critically evaluate digital technologies in general, communicate and collaborate effectively with their help, as well as use them as a tool in the workplace and at home.The author presents and analyzes the European structure of digital competence of teachers based on the DigCompEdu platform.It is concluded that artificial intelligence can facilitate the work of teachers, and students can creatively solve educational problems. At the same time, teachers need to improve their pedagogical and technological competence in order to create appropriate learning conditions that make it possible to maximize the benefits that artificial intelligence provides.