Main Characteristics of Digital Tools and Their Application in Training

2021 ◽  
Vol 9 (2) ◽  
pp. 52-60
Author(s):  
Ivelina Velcheva
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Traditional Classroom ◽  
Digital Tools ◽  
Digital Content ◽  
Digital Competence ◽  
Collaboration Skills ◽  
Innovative Thinking ◽  
Competence Framework ◽  
Positive Effect

The following work is devoted to the description of various digital tools which could transform the traditional classroom into in innovative one successfully. The tools are suitable for implementation in the learning process (both in the traditional form of learning and in distance learning), as a prerequisite for increasing the knowledge, skills and competencies of students. For teachers, they are another additional instrument for including the interactivity in the learning process, for attracting students' attention and increasing their motivation. The presented technologies are consistent with many of the recommendations set out in the European Digital Competence Framework (DigComp) and in Framework for 21st Century Learning. The included tools are related to the development of communication and collaboration skills, the creation of digital content, the development of critical thinking and problem solving, and the development of creativity and innovative thinking. Teachers who have passed the qualification course apply them regularly in the learning process and notice their positive effect on students.

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 The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University

2021 ◽  
Vol 13 (8) ◽  
pp. 4163
Author(s):  
Yu Zhao ◽  
Ana María Pinto Llorente ◽  
María Cruz Sánchez Gómez ◽  
Liping Zhao
Keyword(s):  
Problem Solving ◽  
Online Education ◽  
Information And Communication Technologies ◽  
Teaching Experience ◽  
Digital Content ◽  
College Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Years Of Teaching Experience ◽  
The Impact

With the development of Information and Communication Technologies (ICT) and the emergence of the Corona virus (COVID-19,) our way of life and even our education have been affected. The education approach has changed from traditional tutorials to online education. As a result, it has been a necessary for not only students but also teachers to improve their digital competence. The aim of this study was to describe in-service teachers’ self-perceptions of digital competence in the context of higher education and analyze the impact of gender and years of teaching experience on college teachers’ digital competence. For this purpose, a quantitative methodology has been used. A sample of 536 in-service teachers from Gansu Agricultural University, China, completed a questionnaire on digital competence. The data were collected in the academic year of 2019–2020. The results show that the sample considered themselves positively in information and data literacy, communication and collaboration, security and problem solving, while they self-evaluated their digital content creation negatively. Regarding the variables studied, significant differences were found in favor of male college teachers in the perception of digital competence. In relation to the teaching experience, teachers with less teaching experience thought themselves better in the areas of communication and collaboration, digital content creation, security and problem solving.

scholarly journals Pre-school Education Degree students´ prior knowledge and perception of digital competence

2018 ◽  
Author(s):  
Rakel Gamito ◽  
Pilar Aristizabal ◽  
María Teresa Vizcarra
Keyword(s):  
Problem Solving ◽  
Prior Knowledge ◽  
School Education ◽  
Digital Content ◽  
Future Teachers ◽  
Digital Competence ◽  
Content Creation ◽  
Data Literacy ◽  
Digital Skills ◽  
Education Degree

Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.

COMPETENCE APPROACH – PROJECTIONS IN EDUCATION

2020 ◽  
Vol 11 (1) ◽  
pp. 62-66
Author(s):  
Krasimira Dimitrova ◽  
Keyword(s):  
Learning Process ◽  
Education System ◽  
Theoretical Research ◽  
Current Generation ◽  
Positive Effect

The current generation is facing a number of challenges related to their future. The education system is looking for adequate ways to change and adaptively focus the learning process. The application of a competency approach in education has a positive effect. The article attempts to explain the essence of the competency approach and its projections in the preparation, education and upbringing of children and students. Basic elements that are leading in organizing the learning process are outlined. Concepts necessary for subsequent theoretical research and methodological formulations are defined.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

More evidence on competing cognitive systems

1985 ◽  
Vol 1 (1) ◽  
pp. 47-72 ◽  
Author(s):  
Sascha W. Felix
Keyword(s):  
Second Language ◽  
Problem Solving ◽  
General Problem ◽  
Learning Process ◽  
Native Speaker ◽  
Universal Grammar ◽  
Learning Task ◽  
Competition Model ◽  
Cognitive Systems ◽  
Specific System

This paper deals with the question of why adults, as a rule, fail to achieve native-speaker competence in a second language, whereas children appear to be generally able to acquire full command of either a first or second language. The Competition Model proposed in this paper accounts for this difference in terms of different cognitive systems or modules operating in child and adult language acquisition. It is argued that the child's learning process is guided by a language-specific module, roughly equivalent to Universal Grammar (cf. Chomsky, 1980), while adults tend to approach the learning task by utilizing a general problem-solving module which enters into competition with the language-specific system. The crucial evidence in support of the Competition Model comes from a) the availability of formal operations in different modules and b) from differences in the types of utterances produced by children and adults.

Book Summary: Creative Problem Solving and Innovative Thinking in a Nutshell

2017 ◽  
pp. 253-255
Author(s):  
Rantanen Kalevi ◽  
Conley David W. ◽  
Domb Ellen R.
Keyword(s):  
Problem Solving ◽  
Creative Problem Solving ◽  
Innovative Thinking ◽  
Creative Problem

scholarly journals COVID-19 AND THE DIGITAL TRANSFORMATION OF EDUCATION: THE CASE OF LATVIA AND LITHUANIA

2021 ◽  
Vol 5 ◽  
pp. 221-231
Author(s):  
Sandra Trinkūnienė ◽  
Loreta Juskaite
Keyword(s):  
Educational Outcomes ◽  
Dynamic Capabilities ◽  
Digital Transformation ◽  
Added Value ◽  
Digital Competence ◽  
Education Outcomes ◽  
Rapid Changes ◽  
Digital Skills ◽  
Learning Institutions ◽  
Positive Effect

Educational ecosystem is facing rapid changes due emerging technologies and their rapid penetration to daily use. When the COVID-19 pandemic emerged, it only accelerated many of these trends. Nevertheless, some education systems have been able to adapt to the changing situation and digital transformation more easily than others. Digital competence is essential for learning, work and active participation in society in digital transformation context. Given the pressure of change on existing learning institutions and learning models, ICT offers broad opportunities for developing a different view. In order for digital education actors to adapt to the digital transformation in the education sector, they also need to have the skills needed to use technology effectively. However, there is a lack of computer and technological literacy. In Latvia and Lithuania, about one in three workers has limited or no digital skills, and most STEM vacancies remain unfilled because workers do not have the necessary competencies and are not inclined to study or retrain. The aim of the study is to assess the effect of dynamic capabilities for added value educational outcomes during COVID-19 recession. The results of the study revealed that dynamic capabilities have a direct positive effect on value based education outcomes.  

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