Technological Competence Research Articles

TRAINING THE AUGMENTED INTERPRETER TODAY

Any interpretation training programme aspiring to excellence must be closely connected with the professional world and make effective use of innovative teaching methods, cooperation with external stakeholders, and modern technologies in order to ensure a high quality of learning. This paper focuses on the different aspects of ‘quality’ in light of the advent of new technologies and the changing nature of the interpreting profession. Interpretation training programmes must learn today how to prepare a widely employable interpreter to survive the pressures of the professional world. A scenario-based approach, that simulates work-like situations, is effective in interpretation training. The paper will focus on mock conferences, as its most effective teaching practice. Mock conferences help to enhance the authenticity and diversity of lifelike situations in class, provide the students with contextualised practice that helps to develop non-linguistic competences. The latest technologies, e.g. ICTs, AI, etc., offer a new degree of automation to all professional language mediation activities, calling for a rethinking of the interpreter’s skillset. The future will accommodate both artificial and human interpreting, and the bar for humans will be raised. The interpretation students must learn how to use the latest technologies for the benefit of the client. A new, augmented interpreter profile includes the combination of the classical competences (interpretation, language and cultural, interpersonal, ethical, etc.) and technological competences which must be used for the benefit of the client and the events at which the interpreter works. The paper also explores the value added by human interpretation to communication, such as depth of message comprehension, teamwork, shared responsibility and liability and, most importantly, the value of the ‘interpreter who cares’.

Development of the ability of future science teachers to put the environmental component into practice

A shift of the science and technology from eco-unfriendly to nature-friendly is reflected in environmental education, which is aimed at improving of the moral values, consumption structure and relationship between human and nature. The purpose of research is to consider the directions of development of the ability of the students to put the environmental component of education into practice upon learning the teaching of the subjects in the higher education institutions. The author discusses the changes being made in the last update of the chemistry curriculum for the secondary school (2017) in accordance with the conception “New Ukrainian school 2016”, dealing with the requirements for the development of the key subject competencies as well as the new structural element of the program “Through content lines” intended to the implementation of the competency-based approach in teaching chemistry. The author suggests that the deep understanding of these changes by the students, especially in the course of mastering by the students such a core competencies as “Environmental awareness and healthy lifestyle”, “Basic competencies in science and technology” is an essential requirement for development of being able to put the environmental component of education into a future practice, that performs in two ways: project-based learning and competency-based learning with the focus on the green tasks.Project-based learning as an educational approach combines research, creative and problem-solving techniques. It was found that combined use of these methods at the different steps of projects life cycles allows shifting the focus from just reproduction of an array of knowledge by the students to the motivative educational journey, which encourages cognitive interest and promotes thinking of the future teachers.Carrying out the projects on various topics, resolving the competency-targeted tasks, cross-disciplinary approach assumes sequentially structured work of the students on solving some tasks that is generally aimed at development of the students’ ability to put the environmental component of education into future practice.

Training for Academic Librarians in Assistive Technologies (AT) Requires Higher Priority and Targeted Funding

A Review of: Munyoro, J., Machimbidza, T., & Mutula, S. (2021). Examining key strategies for building assistive technology (AT) competence of academic library personnel at university libraries in Midlands and Harare provinces in Zimbabwe. The Journal of Academic Librarianship, 47(4), Article 102364. https://doi.org/10.1016/j.acalib.2021.102364 Objective – To explore strategies for building up library worker abilities in assistive technology (AT) for inclusive implementation. The primary focuses of the study’s interviewing included the extent of existing training, the challenges of funding and executing this type of training, and any notable strategies for creating greater access to high-quality AT training. Design – A qualitative exploratory study of library workers. Setting – Three academic libraries in Zimbabwe. Subjects – Thirty library workers comprised of Senior Library Assistants, Administrative Assistants, and Assistant Librarians. Methods – The researchers conducted semi-structured interviews confidentially over WhatsApp and telephone. They then conducted thematic analysis on the results. Main Results – Exposure to AT training for academic librarians in Zimbabwe is low. Of the 30 librarians interviewed, only 13 had been exposed to any formal AT training. Of those 13, 12 scored their AT training experience as “not very effective.” Primary challenges listed included lack of AT experts as trainers, not enough funding, and ignorance around disability issues. Conclusion – To improve AT expertise in academic librarians, suggestions included integrating AT training into LIS professional education, and for those already in the profession to establish partnerships across academic departments to perhaps leverage more professional AT training across campus. There was also a noted suggestion that hands-on exposure is more beneficial than passive training.

What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?

Background and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy.

Filling a gap: initial evidence for reliable and valid measures of students’ self-concept, self-efficacy, and interest in science with elementary students traditionally underrepresented in STEM

American students continue to perform poorly on national and international assessments of Science, Technology, Engineering, and Mathematics (STEM) competencies, and achievement gaps spanning racial/ethnic and socioeconomic lines emerge early and widen over time. Scholars and practitioners agree that expanding access to high-quality STEM education has the potential to improve students’ performance and reduce inequalities. Research has elucidated the critical role that students’ self-perceptions play in driving academic achievement, which has spurred the development of many educational programs and initiatives aimed at increasing students’ confidence, self-efficacy, and interest. However, our capacity to determine what programs and initiatives are effective and for whom is limited by our lack of psychometrically sound measures that assess science-related self-perceptions and interests of elementary students from diverse populations. To address this gap, we developed and tested measures of Science Self-Efficacy, Science Self-Concept, Interest in Science Activities, and Attitudes toward STEM careers in a sample of third-grade students (8–9 years) traditionally underrepresented in STEM careers (94% of our sample identified as either African American or Hispanic). We present initial evidence, from a preliminary pilot study, for the reliability and validity of these measures and reveal the multi-dimensional nature of students’ self-perceptions and interests in science. We discuss how such measurement tools will inform our understanding of the nature of young students’ science self-perceptions, how the utilization of such tools can inform educational practice, and highlight the critical importance of conducting measurement development research with diverse populations.

Educational Governance in Myanmar Towards Leveling-Up to Global IR 4.0 Standards

The research objectives are to present the current profile of Myanmar Education, to provide a Global IR 4.0 Education, to describe Global IR 4.0 Education Governance, and to bridge the gap between Myanmar Education Governance to leveling up to Global IR 4.0 Education Governance. As research design, historical, descriptive, and comparative are applied to get effective beneficiaries for the readers, and as the methodologies questionnaire, interview, and survey are effectively applied in the current research. Besides, the methods of data gathering procedure and statistical treatment of data or data analysis are the main generators to complete this study effectively. The respondents of this study are 108 members of the educational functionaries, among them 78 people are educators and 30 people are educational officials. The variables such as technical skills, facility, teaching technological competency, and communication skills are considered for the assessment of the extent of Myanmar Education 4.0, and the variables such as the teaching curriculum, technology standards, and technological curriculum are involved for determining the assessment of the extent of education governance. According to the 108 members of the educational functionaries of the respondents, the assessment of the extent of Myanmar education 4.0 and the assessment of the extent of education governance is “extensive” or limited. Therefore, the researcher proposes a framework that includes five components such as constructive criticism, personalized education, industry-ready students, and information and technology infrastructure. These five components- the framework is to level up the Myanmar education governance towards Global IR 4.0 standards. Keywords: Global IR 4.0 Education, Educational Governance, technical skills, technology infrastructure

Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines

With technology integration efforts expanding to early childhood education globally, assessing preschool teachers’ technological competence beliefs is imperative. However, most existing tools measuring teachers’ information and communication technology (ICT) competence beliefs focused on primary through secondary grades. This study examined the factorial validity, reliability, and measurement invariance of the Basic ICT Competence Beliefs (BICB) questionnaire among 209 preschool teachers in Hong Kong and the Philippines. Confirmatory factor analyses supported the original nine-factor structure over plausible alternative models. All factors showed good reliability (α = 0.83 to 0.91) and theoretically meaningful factor intercorrelations. Multigroup CFA results supported the measurement invariance of the scale. Specifically, the results demonstrated the configural, metric, scalar, and strict invariance across cultural groups. Findings provide further validity for the BICB as a psychometrically sound instrument for assessing preschool teachers’ ICT competence beliefs within and across contexts. The BICB can help identify teacher strengths and needs, guide professional development, and evaluate technology integration efforts in early childhood education in Asia.

Feedback seeking abilities of L2 writers using ChatGPT: a mixed method multiple case study

PurposeThe study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.Design/methodology/approachThree EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.FindingsThe study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.Research limitations/implicationsAdditionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.Originality/valueThe work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers

With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.

Influence of instructors’ adaptability and management of virtual classroom environments on the effectiveness of tertiary students’ virtual knowledge acquisition

This paper explored how instructors’ technological adaptability and management of virtual classroom environments affects the quality of students’ virtual learning experiences and the effectiveness of their virtual knowledge acquisition in Ghanaian tertiary institutions. A questionnaire was used to collect data from 700 graduate students. The data was analysed inferentially using the structural equation modelling approach with the analysis of moment structures as the analytical technique. In this technique, path analysis was conducted to test derived hypotheses of the relatedness of the study variables, which served as components in a conceptualised framework developed to guide the study. It was found that instructors’ technological adaptability of virtual classroom environments will directly enhance their management capabilities of virtual teaching–learning systems, which will also directly increase the quality of students’ virtual learning experiences. It was also found that although instructors’ adaptability of virtual classroom environments will not directly increase the quality of students’ virtual learning experiences, it can have an indirect consequence on the quality of student learning. The paper concludes that instructors’ acquisitions of the requisite technological competence to enable them positively to adapt to virtual classroom environments will help enhance their management capabilities of the virtual teaching–learning systems. The study outcome provides academics and education researchers and administrators a good practical perspective of technological adaption of educational teaching–learning tools, systems and mechanisms for enhancing the effective management of virtual classroom systemic activity. It also provides an important pedagogic insight that could enable future study of efficient and effective design of digitised virtual classrooms to enhance virtual teaching–learning practice.

Pre-service elementary school teachers' perceptions of using technology in education: focusing on self-efficacy and challenges

Objectives The purpose of this study is to investigate the perceptions of pre-service elementary school teachers about education using technology, based on examining both their self-efficacy and the challenges they face when conducting technology-based classes.
 Methods A total of 120 participants were asked to complete a survey including twenty closed-ended questions and one open-ended question. Descriptive statistical analysis was conducted using the IBM SPSS statistics software to scrutinise the participants’ level of self-efficacy for technology-based education. Regarding the responses of challenges and barriers pre-service elementary school teachers’ would experience while incorporating technology into the class, all the narrative data was examined.
 Results The findings showed that overall, pre-service elementary school teachers seem to have confidence in using technology in classrooms for students in the future, and to feel comfortable if they employ technology during the class. However, they are not confident to appropriately use computer terminology during the lesson and to evaluate proper softwares for teaching and learning. In addition, concerning the challenges that teachers may face during the technology-based class, the difficulties were divided into three categories: teachers-related, students-related, and other types of difficulties including technical issues.
 Conclusions Based on the findings, discussion and suggestions on the development of pre-service elementary school teachers’ self-efficacy for technology-based education and on the improvement of their technology competence were presented.

Navigating Innovation Horizons: A Systematic Literature Review on Leadership Transformation and Technological Competence in Industrial Management

Navigating Innovation Horizons: A Systematic Literature Review on Leadership Transformation and Technological Competence in Industrial Management

Psychometric Testing of the Slovene Version of the Perceived Inventory of Technological Competency as Caring in Nursing.

Content validity was conducted with eight experts and quantified by the content validity index (CVI) and the modified Cohen's kappa index. Face validity was assessed through discussions with participants from the target culture in the pilot study. To assess construct validity and internal consistency, a cross-sectional research methodology was used on a convenience sample of 121 nursing personnel from four hospitals. Principal component analysis (PCA) was used to examine construct validity, while Cronbach's alpha and adjusted item-total correlations were used to measure internal consistency. The content and face validity of PITCCN were adequate. The scale validity index (S-CVI) was 0.97. Cronbach's α was 0.92, and subscale reliabilities ranged from 0.810 to 0.925. PCA showed four components, which explained more than 73.49% of the variance. The Slovenian version of PITCCN (PITCCN_SI) has good psychometric properties.

Examining Technology Use and Competence of Higher Education Academics During the COVID-19 Pandemic

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020–2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

Breaking Barriers: Unraveling the Complexities of HR Tech Integration

This research aims to explore the factors that influence technology adoption by the Human Resources (HR) Department. The research method used is a systematic literature review using academic databases of international reputation over the last ten years. Research findings indicate that factors such as organizational culture, technology adoption, HR competencies, HR analytics, technology availability and accessibility, symbolic adoption, and organizational factors play an important role in HR technology adoption. An organizational culture that supports innovation and technology, as well as the technological competence possessed by HR personnel, are significant factors in influencing technology adoption. Additionally, adequate technology availability and strong organizational support were also found to contribute to higher technology adoption rates. The implications of this research indicate the need for organizations to pay attention to these factors in an effort to increase HR technology adoption. Suggestions for future research include longitudinal research to evaluate the long-term impact of HR technology adoption, as well as research across industries and cultural contexts to understand the factors that influence HR technology adoption more broadly.

Design of a Blockchain Technology Competence Model for Interdisciplinary Curricula Development

Contribution. This study identifies blockchain-related competences essential for professionals involved in blockchain projects and develops a blockchain technology competence model for interdisciplinary curricula development. Background. Amidst the surge in blockchain implementations, a gap exists in systematic knowledge about the skills required from blockchain professionals. While the number of new blockchain implementation cases is growing, there are no systematic reviews on the success factors or the skills required from blockchain professionals. Lack of systematic information on blockchain projects and their implementers presents a substantial obstacle to the development of new competence-oriented academic and professional educational programs, as well as for guiding recruitment for blockchain projects. Research Question. This research investigates the necessary knowledge and skills to leverage opportunities and adapt to changing employment trends in blockchain technology. The guiding research question of this study is, what knowledge and skills must be acquired in order to be able to exploit opportunities and to be prepared for changes in employment trends in the context of blockchain innovations? Methodology. The study adopts exploratory multiple case analysis based on qualitative content analysis of job advertisement and expert interviews. Findings. The study develops a blockchain technology competence model for interdisciplinary academic and professional educational programs. The developed model can also be used for guiding the development of professional training, certification, and recruitment strategies and practice for blockchain projects.

Perception Of Artificial Intelligence Adoption on Audit Quality

This study investigates the adoption of Artificial Intelligence (AI) in auditing. The study aimed to identify the effects of AI adoption on audit quality and whether the technology readiness dimension moderated the relationship. The data were collected via surveys and analyzed by using multiple regression. The results showed that optimism affected AI adoption, while insecurity did not. Interesting results found that innovation and discomfort did not moderate the relationship in the model. This research has implications for companies and educational institutions concerned with future accounting profession training on new technology skills and competencies, especially AI and planning technology adoption strategies to improve audit quality. This research provides initial insight into the psychological factors influencing AI adoption in auditing and leads to further research with pre-adoption and post-adoption identification.

Strategi Pengembangan Materi Layanan BK untuk Mendukung Implementasi Kurikulum Merdeka dalam Pelayanan Bimbingan Konseling (Studi Kasus di SMPIT Annida' Lubuklinggau)

Strategi Pengembangan Materi Layanan BK untuk Mendukung Implementasi Kurikulum Merdeka dalam Pelayanan Bimbingan Konseling (Studi kasus di SMPIT Annida' Lubuklinggau)The Independent Curriculum has become a primary focus in the development of the education system in Indonesia. Emphasizing the strengthening of creativity, innovation, and character aspects, the Independent Curriculum aims to prepare students to face global challenges. This research aims to identify and develop effective strategies for developing counseling services materials that support the implementation of the Independent Curriculum at SMPIT Annida' Lubuklinggau. The Independent Curriculum is the main focus in the development of the education system in Indonesia, with the goal of preparing students to face global challenges and shape a highly competent, independent, and competitive younger generation. This study uses a qualitative approach with a case study at SMPIT Annida' Lubuklinggau. The research results indicate that the strategy for developing counseling services materials at this school begins with initiation by school leaders, involving key stakeholders. The socialization process of the Independent Curriculum is carried out gradually, both within the school and to the general public through social media. The strategies implemented include the development of Higher-Order Thinking Skills (HOTS), strengthening character education, the preparation of a one-page Counseling Service Implementation Plan (RPL), and the enhancement of Information Computer and Technology (ICT) competence by counseling teachers. These strategies reflect the school's commitment to developing an inclusive and participatory approach to support the implementation of the Independent Curriculum. In conclusion, this research provides valuable contributions to addressing issues and challenges in counseling services, bridging the gap between the vision of the Independent Curriculum and day-to-day educational practices in the field. Effective and innovative development strategies for counseling services materials can be a crucial step in preparing the younger generation to face the increasingly complex and diverse demands of the future.

Structure of Professional Competence Development of Future Fine Art Teachers: Integration of Technology, Method and Competence

The article gives the data about the structure of proficient competence of advancement: integration of innovation, strategy and competence. It was noted that within the development of professional competence, via the proficient characteristics, educational support of the instructive prepare based on prerequisites of qualification, and the determination of personal approaches to the execution of the educational process are vital. This research investigates the structure of professional competence development in future fine art teachers with a focus on the integration of technology, teaching methods, and subject competence. Qualitative research methods were employed to gain an in-depth understanding of how these factors interact to shape professional competence. Data were collected through classroom observations, interviews with faculty and students, and document analysis. Findings indicate that the integration of technology not only enhances the effectiveness of learning but also enriches students' artistic experiences. Innovative teaching methods, such as project-based learning and student collaboration, also play a crucial role in developing pedagogical and artistic skills. Furthermore, a strong subject competence in fine arts was identified as a key factor in shaping quality art teachers. Implications for curriculum development and art teacher training are discussed. This study provides valuable insights into integrating technology, methods, and subject competence in the formation of professional competence in future fine art teachers.

The importance of context in teacher educators’ professional digital competence

ABSTRACT Digital technologies permeate modern life, and schools are accordingly expected to help students develop related knowledge and skills. As a result, educators’ professional digital competence (PDC) has received substantial attention from school leaders, policymakers, teacher educators, and researchers. Theory and prior research suggest that educators’ PDC does not solely determine their technology use, with contextual factors, such as competing curricular demands and access to technology, influencing technology implementation and ongoing PDC development. While some prior research has addressed how PK-12 teachers’ contexts shape their digital technology use, few studies have explored similar matters with respect to teacher educators. Drawing on an established set of teacher educator technology competencies, we report results from an international survey of 336 teacher educators regarding their self-reported PDC and its development and enactment. Using qualitative coding, exploratory and confirmatory factor analysis, and quantitative analysis, we find that teacher educators develop and enact their competencies in various ways including through informal endeavours as well as formal, institutionally supported, and/or led activities. Three types of assets and barriers (access, leadership, personal characteristics) present differently for participants in different contexts. These findings have implications for how institutions support teacher educators’ PDC development and technology integration in various settings.