Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education

2019 ◽  
Vol 35 (4) ◽  
pp. 203-220 ◽  
Author(s):  
Lisbeth Amhag ◽  
Lisa Hellström ◽  
Martin Stigmar
Keyword(s):  
Higher Education ◽  
Teacher Educators ◽  
Digital Tools ◽  
Digital Competence

scholarly journals Digital Competence in Spanish University Education and Its Use by Students

Publications ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 47
Author(s):  
Noelia Araújo-Vila ◽  
Lucília Cardoso ◽  
Diego R. Toubes ◽  
Jose Antonio Fraiz-Brea
Keyword(s):  
Higher Education ◽  
Learning Processes ◽  
University Education ◽  
Digital Tools ◽  
Digital Competence ◽  
Global Pandemic ◽  
Online Tools ◽  
Digital Skills ◽  
Spanish Higher Education ◽  
The University

Technologies have massively burst into all fields, including Higher Education. The current students have grown up surrounded by technologies, which is reflected in their behavior. For this reason, universities have adapted by integrating digital competence into their training offer, improving learning processes and adjusting to the university profile. The objective of this work is to ascertain how digital skills are used by Spanish higher education (bachelor’s and master’s degree) students, thus verifying whether so-called digital competence is being actively used in higher education. A survey was applied to 324 individuals, highlighting among its results that the university panorama is in a situation where digital tools are very useful for its improvement. These data were collected before the global pandemic, after which the use of online tools intensified. However, the students are still not aware of all of them, or they do not use them.

scholarly journals Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

2021 ◽  
Author(s):  
Francisco. D. Guillén-Gámez ◽  
Julio Cabero-Almenara ◽  
Carmen Llorente-Cejudo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Higher Education ◽  
Concept Maps ◽  
Teaching Experience ◽  
Specific Area ◽  
Digital Tools ◽  
Years Of Experience ◽  
Differential Analysis ◽  
Digital Competence ◽  
Ex Post ◽  
Spanish Higher Education

AbstractThis study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

scholarly journals Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action

2020 ◽  
Vol 25 (6) ◽  
pp. 5281-5299 ◽  
Author(s):  
Steinar Thorvaldsen ◽  
Siri Sollied Madsen
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Teacher Educators ◽  
Digital Tools ◽  
Theory Of Action ◽  
Technology In Education ◽  
Teaching With Technology ◽  
Digital Competence ◽  
Information And Communication ◽  
The Given

Abstract Teachers’ professional digital competence (PDC) is of increasing importance in classrooms in the majority of EU countries. Norway is one of the countries that has been exposed to a strong top-down implementation of information and communication technology in education. However, despite national efforts, practitioners in the education system do not seem to work in line with the given policy. There is therefore a gap between the micro and macro levels, necessitating the need for a closer exploration of the issue. We have conducted a quantitative study of teacher educators and their students in Northern Norway (N = 112). Amongst the staff, professional attitudes have a stronger impact than PDC regarding the extent of the educational use of digital tools, whereas amongst students, PDC has a stronger influence. These results are interpreted using Argyris and Schön’s theory of action in learning organisations.

scholarly journals Digital Competence in Teacher Education Curricula

2021 ◽  
Vol 5 (4) ◽  
pp. 104-122
Author(s):  
Ilka Nagel
Keyword(s):  
Teacher Education ◽  
Qualitative Study ◽  
Student Teachers ◽  
Teacher Educators ◽  
Digital Tools ◽  
Digital Competence ◽  
Epistemic Practices ◽  
Digital Skills ◽  
Digital Agency ◽  
The Impact

This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency.

From ICT skills to Digital competence for academic needs in Trakia University – Stara Zagora

2018 ◽  
pp. 132-137 ◽  
Author(s):  
Zlatoeli Ducheva ◽  
Veselina Nedeva
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Employment Status ◽  
Basic Skill ◽  
Research Model ◽  
Academic Needs ◽  
Digital Competence ◽  
Ict Skills ◽  
Engineering And Technology ◽  
Digital Competencies

From the beginning of the 21st century, digital competencies are perceived as a "requirement and right," as a "life/basic skill". The purpose of this article is to justify the creation of a blitz-survey, designed and conducted to determine the level of digital competence of students. The completed research will try to answer the question of how training in Faculty of Engineering and Technology develops the digital competence of students - future engineers, which factors influence the development and attitudes to improve this type of competence. The spectrum of components in the digital competencies is defined when developing the conceptual model of the study. The research model also reflects European documents in this area, the needs, and requirements of the labour market related to the training of engineers and the new approaches and paradigms in higher education. The questions were provisionally divided into seven sections, which also have connecting links. At this stage, the study was carried out with 280 students. The end goal of the scientific research is to suggest strategies for adapting the training of the students to the European requirements and the needs of the labour market in order to improve their employment status, their adaptiveness, and their professional development.

scholarly journals Conditions for professional digital competence: the teacher educators’ view

2021 ◽  
pp. 1-20
Author(s):  
Maria Lindfors ◽  
Fanny Pettersson ◽  
Anders D. Olofsson
Keyword(s):  
Teacher Educators ◽  
Digital Competence

scholarly journals Teaching digital models: secondary technology teachers’ experiences

2021 ◽  
Author(s):  
Helen Brink ◽  
Nina Kilbrink ◽  
Niklas Gericke
Keyword(s):  
Problem Solving ◽  
Empirical Data ◽  
Digital Tools ◽  
Digital Models ◽  
Structured Interviews ◽  
Digital Competence ◽  
Technology Teachers ◽  
Teachers Experiences ◽  
Digital Modelling ◽  
Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

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