Technological Competence Research Articles

The Extent to Which Arabic Language Teachers in Jordan Possess Technological Competencies

The Extent to Which Arabic Language Teachers in Jordan Possess Technological Competencies

Competencias del profesorado de inglés: una mirada desde la Universidad Nacional,Costa Rica

Mastering English is an essential requirement for the professionals of the 21st century. Therefore, Costa Rican public universities, and specifically, Universidad Nacional (UNA) must ensure an adequate and efficient pedagogical praxis from the English as a Foreign Language professors in terms of a) academic competences, b) language competences, c) competences to address diversity and inclusion, d) pedagogical mediation, e) competences in evaluation, and f) technological competences. This article problematizes, from a personal perspective, the principles previously mentioned in relation to university teaching; thus, it discusses the identified possible pedagogical paths to face the challenges of these contemporary times.

CONCEPTS OF MEDIA LITERACY IN INTERGENERATIONAL LEARNING

Understanding, applying, and re-contextualising media literacy concepts are viewed as part of the tools beneficial for intergenerational learning. The individual autonomy of media content users is now, more than ever, under the pressure of accelerated media content production and consumption on the one hand, and on the other, amidst completely new consumerist needs. Approaches and perspectives in the field of media literacy are continuously developing to respond to the challenges brought by the digital age and changes in the media landscape. Based on the Central Concepts of Media Literacy, discussed by Potter and Hobbs, we believe that the continuous implementation of intergenerational learning about media literacy is necessary in Serbia, with a focus on digital literacy and technological competencies. Intergenerational learning is viewed as a learning partnership based on reciprocity and mutuality involving different ages, with generations working together to acquire skills, values, and knowledge. We approach education for media literacy holistically, viewing media literacy as a kind of intellectual curiosity activation, and we advocate for media literacy as activism in intergenerational, non-familial educational programs.

TPACK Learning in Improving Teacher Skills in Elementary School: A Systematic Literature Review

The rapid development of technology is a challenge for teachers in Indonesia in the 21 century. The pedagogical skills that only teachers have are not enough to keep up with current developments. Teachers are required to be able to collaborate with technology in their learning. Overcoming technology challenges in education requires teachers to master competencies in content knowledge, pedagogy, and technology. The learning process with technology integration is currently known as TPACK (Technological Pedagogical Content and Knowledge). However, it was factually found that teachers' ability to integrate technology into learning still did not reach optimal levels. This study aims to identify TPACK-based learning in elementary schools, in terms of teacher ability. . This study used a systematic literature review method. One of the procedures in this research method is to analyze and interpret relevant data. Data is collected from Google Scholar. Data was searched using two keywords: "TPACK-based learning" and "primary school teacher skills". A total of 198 data articles were obtained but only 15 articles met the analysis criteria in this study. According to the findings of the analysis conducted in this study, TPACK (Technological Pedagogical and Content Knowledge) should be an essential component in the development of learning models for achieving success in today's learning activities. This is reinforced by the need for teacher training programs that aim to enhance teachers' understanding and skills in integrating TPACK into technology-based learning.

Developing Information Technology Competence in Online Education with the TPACK Approach

Developing Information Technology Competence in Online Education with the TPACK Approach

Key Competence Choices of Students at a Science Festival in Turkey: A Preliminary Study

This study focusses on ensuring quality education among other SDGs. The choice of competency area of participants in a local science festival that adopted European key competencies for lifelong learning as a theme and the effect of demographic and contextual variables on these choices were investigated. The survey method was used to make inferences about the participants' attitudes towards competency areas through their choices. Data were collected through the Participant Information Form. Descriptive statistics and chi-square independence tests were conducted in the SPSS-22 programme to analyse the data. The findings revealed that the students selected the area of competency in mathematics, science and technology the most and the area of digital competency the least. Furthermore, the choices of the competency area of the students differed according to their gender, education level, and socioeconomic level of the district in which they resided. It can be concluded that there are political, social, and economic reasons for the choices of the competency area of the students. In this context, it is recommended that educational policies include practices that promote all competence areas, the government incentives for competence development should be expanded and maintained, the technical infrastructure of socioeconomically disadvantaged schools should be strengthened, and appropriate learning environments should be created, both to ensure students' key competence development and to eliminate gender differences.

PELATIHAN QUIZIZZ UNTUK MEDIA PEMBELAJARAN BERBASIS PERMAINAN BAGI GURU DI SMA PGRI BLAHBATUH PLUS PARIWISATA (PARISMA BLAHBATUH)

Quizizz training for teachers at SMA PGRI Blahbatuh aims to improve teacher competence in information technology. The training was conducted for one day. Starting from introducing Quzizz in general, making presentations to making quizzes. Based on the training results, trials of using Quizziz independently, and mentoring, teachers have been able to use Quizizz as a learning media.

Moderating Effect of Technological Content Knowledge on Teachers’ Attitude towards Digital Technology and Classroom Supervision Competence

Moderating Effect of Technological Content Knowledge on Teachers’ Attitude towards Digital Technology and Classroom Supervision Competence

The effect of educational intervention on hybrid teaching competence of health sciences and medical educators’ – a mixed methods study

ABSTRACT Hybrid teaching, synchronous face-to-face and online learning will continue to be part of flexible teaching methods. This mixed method study aimed to measure the effects of an educational intervention on the development of health sciences and medical educators’ (n = 16) hybrid teaching competence combining experiences about motivation. Hybrid teaching competence was measured with a self-assessment Hybrid Education Competence instrument from one Finnish university in 2022. Pre and post measures about hybrid teaching competence (n = 16) and semi-structured interviews (n = 5) about learning motivation were conducted. Wilcoxon’s signed rank test and inductive content data analysis were used. The educators showed a statistically significant increase in their competence in planning and resourcing hybrid teaching, technological, interaction, digital pedagogy, and ethical competence. Educators experienced the challenges of supporting motivation were less prominent in the second interview than in the first. The study provides evidence on the development of educators’ continuous education and supporting learning motivation.

Self-Efficacy, Competence in Technology Information and Computers, and Burnout: What is the Profile for Teachers?

Burnout in teachers will affect the teacher's mental health condition. Teacher burnout is rarely researched because it affects teacher credibility. Thus, burnout experienced by teachers must be anticipated because it will be detrimental to the teacher himself, the organization, and the students. Teachers’ self-efficacy and ICT competency are thought to influence teacher burnout. Teachers with low self-efficacy and ICT Competence will tend to be susceptible to burnout. The problem formulation in this research is “Do self-efficacy and ICT Competence have a relationship with teacher burnout?”. This research examines the relationship between self-efficacy and ICT Competence and burnout in teachers. The research uses a quantitative design with SPSS-assisted multiple linear regression. The research results showed an influence of self-efficacy on burnout, an influence of information and computer technology competence on burnout, and an influence of self-efficacy and information and computer technology competence on burnout. Researchers discussed and provided in-depth suggestions for this research.

Implementation of a Teacher’s health-preserving Competence in the Process of Adaptive and Developmental interaction between Subjects of Education

The article discusses the issue of implementing the health-preserving competence of a teacher at the present stage of modernization of education in Russia. A pedagogical model for the implementation of the health-preserving competence of a teacher is presented. The possibility of a variable part of educational programs through the introduction of a software and technological complex for preparing teachers for activities to improve the adaptive and developmental potential of students. The purpose of this article is to present pedagogical conditions developed and tested on the basis of experimental data and a model for the implementation of a teacher’s health-preserving competence. Methodology. One of the central methodological problems discussed in the article is the identification of the relationship between the readiness of teachers for health-preserving activities and the ability to implement the health-preserving competence of a teacher in the process of adaptive and developmental interaction of subjects of education in class and extracurricular activities. Research results. Materials are described that show that as a result of the combined pedagogical, socio-pedagogical, psychological-pedagogical, medical-physiological-pedagogical interaction of subjects of education, the psychological-pedagogical, didactic and information-technological health-preserving competencies. In conclusion, it is concluded that the implementation of a teacher’s health-preserving competence should be considered as a process of purposeful and consistent adaptive and developmental interaction between subjects of education, promoting the build-up of information technology, psychological, pedagogical and didactic health-preserving pedagogical competencies.

Identifying Information Technology (IT) and Cybersecurity Executives’ Competencies to Support Comprehensive Cybersecurity Programs

Information Technology (IT) and cybersecurity executives play a pivotal role in shaping the cybersecurity posture of an organization. Their ability to make informed decisions, allocate resources, and communicate effectively with cybersecurity professionals is paramount. Consequently, these executives must acquire the necessary competencies that encompass cybersecurity risk management, legal and regulatory compliance, and strategic planning combined with foundational business and technical competencies. An interdisciplinary approach bridging the gap between business, technical skills and strategic decision-making is crucial to navigate the ever-evolving and complex cybersecurity challenges facing organizations today. Failure to do so may result in catastrophic consequences for both individual enterprises and society. Further, the growing frequency and sophistication of cyber threats pose significant risks to organizations and individuals alike. To effectively counter these threats, it is imperative to not only develop cybersecurity talent but also to equip IT and cybersecurity executives with essential competencies in this domain. Equally important, is to identify the specific competencies and develop an approach to train or teach them. According to Burrell, Aridi, & Nobles (2018) there is an extremely urgent need of leadership development for cybersecurity and information technology professionals to prepare these professionals with the foundational skills to excel in leadership, management, and directing an enterprise-level program. This paper underscores the critical need for a comprehensive understanding of both Information Technology (IT) and cybersecurity executive competencies and cybersecurity executive development. Integrating these two aspects is critical to improve an organization’s cybersecurity posture and ensure alignment between organizational objectives and cybersecurity strategies. The two must work in tandem to create a robust and resilient cybersecurity infrastructure. This paper provides an analysis of the current literature regarding IT/Cybersecurity roles and responsibilities, leadership competencies, and technical competencies of IT/Cybersecurity executives to identify the gaps in existing research. The authors propose a survey instrument to conduct a quantitative analysis to identify executives’ beliefs as to how important it is to possess each administrative competency. The survey is part of a future research plan to identify and evaluate administrative and technical competencies of IT/Cybersecurity executive leaders.

Identifying Key Success Factors for Industry 4.0 Implementation: An Empirical Analysis Using SEM and fsQCA

Industry 4.0 technologies have been gaining significant momentum in recent years. Despite widespread adoption, many companies struggle with the successful implementation of these technologies. This study aims to identify the critical success factors for implementing Industry 4.0 technologies and to examine the effects of various factor combinations. Using the technology–organization–environment framework and the practice-based view, this paper proposes a comprehensive research model. This study employs a hybrid approach combining structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to analyze survey data collected from 202 Chinese manufacturing firms. The SEM results indicate that top management support, technology competence, supplier support, and pilot projects are significantly associated with successful implementation. However, the fsQCA results reveal that individual factors alone are insufficient for success; rather, it is the combinations of these factors that drive successful implementation. Specifically, three key combinations lead to success: (1) top management support and technology competence; (2) top management support and supplier support; and (3) technology competence, supplier support, and pilot projects. By recognizing these combinations, manufacturing firms can develop more effective implementation strategies for Industry 4.0 technologies.

Bibliometric analysis of technology readiness and education in high-impact journals of social sciences

In this bibliometric study, the close relationship between technology readiness and education is explored, particularly within the realm of social sciences. The main objective is to identify global trends and behaviors associated with these concepts. A qualitative scientometric review methodology was employed, focusing on the Web of Science (WoS) database, with 1366 articles analyzed. The application of various laws revealed the fundamental importance of Technology Readiness and Education for the long-term success of organizations in the digital age. Investing in the development of Technology skills strengthens competitiveness and fosters innovation. However, a minimal representation of educational topics in Social Sciences was observed, accounting for only 0.03% of the total articles. This knowledge gap is crucial to address, as training in technology and education is essential for both professional and scientific success. Having the appropriate competencies in technology and education is imperative to achieve greater productivity and professional success across various domains.

The Moderating Effect of Age and Length in Service on Information Communication Technology Competencies and Instructional Performance

The Moderating Effect of Age and Length in Service on Information Communication Technology Competencies and Instructional Performance

The Degree of Practicing Technological Competencies by School Principals in Jordan in the Light of the Standards of the International Society for Technology in Education (ISTE) and its Relation to the Organizational Creativity from their Point of View

Objectives: This study aims to investigate the extent to which school principals in Jordan practice technological competencies in light of the International Society for Technology in Education (ISTE) standards, and to explore their organizational creativity from their perspective. Additionally, the study examined the relationship between technological competencies and organizational creativity. Methods: Descriptive and correlational methodologies were employed to address the study's questions. The study tools were applied after verifying their validity and reliability on a sample of 331 school principals in Jordan. Results: The study's results revealed that the degree of practicing technological competencies and organizational creativity was high among the study sample. There was a statistically significant relationship between the practice of technological competencies and organizational creativity, with a Pearson correlation coefficient of (.627), considered moderate. Conclusions: The study recommends that school principals enhance and develop their technological competencies in accordance with the ISTE standards, as it contributes to improving their organizational creativity, leadership capabilities, and the empowerment of schools, connecting them to the digital world. The study's findings open up avenues for further research on the impact of suggested variables, such as the number of technology-related training courses and the learning environment, whether governmental or private, on the relationship between technological competencies and organizational creativity.

Online course as a means of developing master's professional competencies: results of a pedagogical experiment

The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.

The Impact of Technology and Management Competence on the Growth of Small and Medium Scale Enterprises’ Growth in Ado Ekiti Metropolis, Nigeria

Considering the enormous contributions of Small and Medium Scale Enterprises’ (SMEs) towards economic growth, employment generation and poverty alleviation across nations of the world, makes it impossible to de-emphasize its significant roles in bringing about desired development within an economy despite the various challenges confronting this sector. This study therefore seeks to investigate the determinants of the growth of small and medium scale enterprises in Ado-Ekiti Metropolis. The objectives of the study include assessing influence of technology and managerial competence on Small and Medium Scale Enterprises (SMEs) growth. Descriptive research design and ordinary least square techniques were used in analysing the primary data generated through the administered copies of questionnaire. Results obtained indicated that both technology and managerial competence positively impacted on the growth of SMEs in Ado-Ekiti. It is therefore concluded that technology and managerial competence have contributed to the growth of SMEs in Ado-Ekiti Metropolis but not as much as projected. Hence, it is recommended that improved technology should be adopted by SMEs coupled with competent management team to enable them produce at optimal level and to further engender their growth. SUMMARY OF THE ARTICLE The study explored the determinants of SMEs Growth in Ado-Ekiti Metropolis, Ekiti State, Nigeria. Simple percentages and Ordinary Least Squares technique of estimation were used in achieving the objectives of the study which are finding out if managerial competence can stimulate SMEs growth and likewise if technology impacts. From the study it was found that both factors significantly and positively impact the growth of the SMEs within the metropolis. Business registration and SMEs growth were found to be directly related implying that any business that is registered has the potential of growing faster than those that are not. It therefore follows that private small business owners should be ready to invest more on the training and development of their personnel so as to further boost their productivity and ultimately the growth of SMEs. In the same manner, they should embrace the use of modern technology either locally invented where available or foreign technology in the absence of the former. Moreover, SMEs desirous of business expansion should formalise their business activities to enhance their greater acceptability in business world.

Designing a Hybrid Program to Utilize Tacit Knowledge

This design case focused on the design of an intervention set aimed at capturing and sharing tacit knowledge in the workplace. The design case demonstrated the design process of expanding a single chatbot intervention into a comprehensive hybrid intervention set to cooperate with learners of different technology competencies and learning needs. This design case also details insights gained by the design team on how to utilize shared design knowledge through different design disciplines to resolve a design problem, and how to make revisions to improve the design.

The impact of educational technologies on entrepreneurial competencies: A systematic review of empirical evidence

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial & economic literacy, motivation & perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.