Digital Competence in Initial Teacher Training: Construction and Pilot Test of an Evaluation Tool/Instrument

2019 ◽  
pp. 177-188
Author(s):  
Anna Luz Acosta-Aguilera ◽  
Rubén Edel-Navarro ◽  
Yadira Navarro-Rangel
Keyword(s):  
Teacher Training ◽  
Pilot Test ◽  
Evaluation Tool ◽  
Digital Competence ◽  
Initial Teacher Training

Teacher Training and Digital Competence

2017 ◽  
pp. 897-907
Author(s):  
Rosanna Tammaro ◽  
Anna D'Alessio
Keyword(s):  
Teacher Training ◽  
Knowledge Society ◽  
Digital Competence ◽  
Learning Tool ◽  
Skill Area ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Service Training ◽  
User Skills

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

scholarly journals Inside a 3D simulation: Realism, dramatism and challenge in the development of students’ teacher digital competence

2019 ◽  
Author(s):  
Juan González Martínez ◽  
Mar Camacho Martí ◽  
Mercè Gisbert Cervera
Keyword(s):  
Teacher Training ◽  
Virtual World ◽  
Positive Impact ◽  
Meaningful Learning ◽  
Digital Competence ◽  
3D Simulations ◽  
Initial Teacher Training ◽  
3D Environments ◽  
Immense Potential ◽  
Development Of Students

The universalisation of immersive technologies and digital 3D environments has enabled simulated experiences to be created in various contexts, one of which is education. These environments have immense potential for, for example, generating immersive situations in which students can experience real learning. Although realism, dramatism and challenge have been little explored in the field of education, they are increasingly viewed as interesting conditions to be satisfied when simulations aimed at ensuring meaningful learning in the virtual world are designed. This article reflects on these three qualities in a simulation experience for initial teacher training conducted under the Simul@b project, the main objective of which was to design, implement and evaluate a 3D simulations laboratory for developing teacher digital competence among primary and secondary schoolteachers. The results of this experience show that simulation in 3D environments is a productive strategy with enormous potential. Moreover, these environments enable the creation of realistic scenarios that allow teaching competences to be developed and whose simulation has a positive impact on learning.

Teacher Training and Digital Competence

2016 ◽  
Vol 7 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Rosanna Tammaro ◽  
Anna D'Alessio
Keyword(s):  
Teacher Training ◽  
Knowledge Society ◽  
Digital Competence ◽  
Learning Tool ◽  
Skill Area ◽  
Initial Teacher Training ◽  
Teachers And Students ◽  
Service Training ◽  
User Skills

Teacher training in all fields should include advanced digital competence for teachers and their teaching, not concentrating only on ICT user skills of teachers. These issues should be part of both initial teacher training and in-service training. The training should consider aspects of using ICT both as a learning tool within subject teaching and as a tool used by learners for their homework and learning-related actions outside school sceneries. Recently, digital competence has become a key conception in debates on the kind of skills and understanding learners need in the Knowledge Society. The wide meaning of digital competence offers the necessary framework (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. In this paper the focus is on how pedagogically the skill area can be addressed and what tools there are available to help the teachers and students.

scholarly journals Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

2020 ◽  
Author(s):  
Diego Miguel-Revilla ◽  
José María Martínez-Ferreira ◽  
María Sánchez-Agustí
Keyword(s):  
Teacher Training ◽  
Social Studies ◽  
Prospective Teachers ◽  
Digital Competence ◽  
Initial Teacher Training ◽  
Low Degree ◽  
Starting Point ◽  
Degree Of Confidence ◽  
University Setting ◽  
Positive Effect

Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

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