scholarly journals THEORETICAL AND PRACTICAL ASPECTS OF DEVELOPMENT AND EVALUATION OF EDUCATORS’ DIGITAL COMPETENCE IN A MILITARISED EDUCATIONAL INSTITUTION

2020 ◽  
Vol 4 ◽  
pp. 646
Author(s):  
Martins Spridzans ◽  
Janis Dzerviniks
Keyword(s):  
Teaching And Learning ◽  
Educational Institution ◽  
Military Training ◽  
Education Institution ◽  
Negative Influence ◽  
Competence Development ◽  
Digital Learning ◽  
Digital Competence ◽  
Continuous Growth ◽  
Evaluation Mechanism

Educators’ digital competence development, particularly in the context of development and implementation and of interactive e-learning content to enhance learners’ cognitive processes continues to be one of the key priorities both in civil and military training contexts. The fast and continuous growth of digital technologies in enhancement of teaching and learning process, the ongoing urge to harness the potential of digital learning opportunities persistently trigger the need to update and continuously sustain professional competences of educators including their digital competence. In order to find the ways to enhance educators digital competence, determine the factors which influence the formation of digital competenceauthors of the article conduct research to summarize the theoretical foundations on the process digital competence formation and development, analyze the influencing factors of positive and negative influence on digital competence development in the context of militarized education institution.Based on research findings the authors discover that due to the lack of systematic digital competence development and appropriate evaluation mechanism the potential of digital learning is not fully used. Educators of militarised education institutions need to constantly update competence on development of interactive training materials, assessment of digital competence should be more reliable and rigorous. On the basis of the research the authors put forward suggestions on the ways to develop and evaluate educators’ digital competence in militarised education institution.

scholarly journals Perkembangan Pelaksanaan Pendidikan Agama Islam Di Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan

2019 ◽  
Vol 2 (1) ◽  
pp. 1-26
Author(s):  
Mujibur Rohman
Keyword(s):  
Rural Communities ◽  
Religious Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Social Process ◽  
Religious Life ◽  
Education Institution ◽  
Social Institution ◽  
Learning Activities ◽  
The Subject

Abstract: Early in its development and even into the early 70s, Madin was generally understood as a traditional religious education institution that grew and developed in rural communities through a unique social process. At that time, and even up to now, as well as an educational institution, Madin also acts as an influential social institution, its existence giving influence and color of religious life in the surrounding community; Not only in rural administrative areas, but not infrequently to cross the district where Madin was. The author will choose the location of research at Madrasah Diniyah Al-Fitroh Sedayulawas Brondong Lamongan The subject of research is Kyai, cottage management, ustadz, and santri. In the context of Islamic Religious Education, madrasah Diniyah Al-Fithroh is able to berkopentensi with other institutions, in addition supported by adequate facilities and infrastructure as well as lecturers who average graduates of higher education (Bachelor). In the process of teaching and learning, the santri are always nurtured and equipped with the ability to read the Qur'an properly and correctly in accordance with makhroj and tajwid correctly with curriculum and books in accordance with the Ministry of Religious Affairs and its own publications. Besides the learning activities to deepen Islamic scholarship also the students are given additional activities (Extras such as rikhlah ilmiayah, muhadloroh and tadabbur nature.

scholarly journals Elementary School Teachers’ Training Needs: Innovating Digital Competence

2021 ◽  
Vol 13 (3) ◽  
pp. 2327-2334
Author(s):  
Yudin Citriadin ◽  
Mohammad Viktor Farid Hakim
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training Needs ◽  
Digital Learning ◽  
Digital Competence ◽  
School Teachers ◽  
Digital Products ◽  
Digital Competencies

The purpose of the study was to determine the training needs needed by teachers in making digital products to facilitate the learning process. Training is as a way for teachers to innovate digital competencies. The participants of this study were 10 elementary school teachers (F=6 and M=4). Participants are homeroom teachers from grades 1 to 6, and 4 were subject teachers (Mathematics, English, local content and sports). This study used the descriptive qualitative method. Observation, documents and interviews collected data. The data analysis process used the Miles and Huberman model through data reduction, data presentation, drawing conclusions and triangulation. The results show that teachers need workshops that can directly practice making digital teaching tools such as learning videos and developing videos on the YouTube channel. However, they have difficulties with the technological devices they have. There are 30% of teachers who have full technology equipment, and the rest rely on smartphones for online teaching and learning. Thus, schools can consider providing technology tools that teachers can use in developing digital competencies and digital learning tools.

scholarly journals Digital Competence Improvement by Lithuanian School Teachers During Covid-19

2021 ◽  
pp. 213-222
Author(s):  
Estela Daukšienė ◽  
Elena Trepulė ◽  
Airina Volungevičienė
Keyword(s):  
Teaching And Learning ◽  
Paper Analysis ◽  
Competence Development ◽  
Distance Teaching ◽  
Digital Competence ◽  
School Teachers ◽  
Teaching Online ◽  
Face To Face ◽  
Digital Assessment ◽  
Main Challenge

Distance teaching and learning in Lithuanian schools during COVID-19 pandemic was a booster for teacher digital competence development. The paper analysis the experiences of Lithuanian school teachers to reveal the challenges schools and teachers faced while switching from traditional face to face teaching and learning to distance education. The research revealed existence of different level teacher digital competences at a school and uneven competence development in each school. The analysis of experiences of Lithuanian school teachers through the lens of DigCompEdu framework revealed that professional development competence was the background for other competence areas to develop. The need for digital resources for teaching online contributed to the teacher digital competence development of this area. Digital assessment was indicated as the main challenge that remained unsolved in many cases. Research found that technological peculiarities were easier to learn and showed the need to develop teacher social and didactical competences which are necessary for distance teaching. Lack of activities to empower learners and develop their digital competences was recorded. Teachers themselves acknowledged great improvement of their digital competence.

Measuring the Constructs That Influence Student and Lecturer Acceptance of an E-Library in Accra Technical University, Ghana

2021 ◽  
Vol 11 (1) ◽  
pp. 53-72
Author(s):  
Nana Yaw Asabere ◽  
Amevi Acakpovi ◽  
Joseph Agyiri ◽  
Michael Clifford Awuku ◽  
Michael Aidoo Sakyi ◽  
...  
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Digital Learning ◽  
Perceived Ease Of Use ◽  
Continuous Growth ◽  
Library System ◽  
Study Results ◽  
Technical University

Even though many universities across the world have incorporated internet-based educational and academic systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Access to academic resources for teaching and learning using technology (electronic library) has become a popular approach within higher education institutions due to the continuous growth of internet innovations and technologies. This case study research, conducted at Accra Technical University uses the technology acceptance model (TAM) as a theoretical framework. The study investigates the effects of the system characteristics such as appropriate user interface (UI), software design, and relevance towards the perceived ease of use and perceived usefulness on intention to use the proposed e-library system. Two hundred (200) students and sixteen (16) lecturers participated in this quantitative study. Results show that improvement of the existing e-library system in ATU will enable students to utilize digital learning resources for effective teaching and learning, especially during the current global COVID-19 pandemic.

scholarly journals LIFE WITH COVID-19: SWOT ANALYSES FOR TRANSFORMATIVE DIGITAL LEARNING IN EDUCATORS’ PERSPECTIVE

2021 ◽  
Vol 5 ◽  
pp. 249-259
Author(s):  
Olga Vindača ◽  
Velta Ļubkina ◽  
Anda Abuže ◽  
Svetlana Ušča
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Swot Analysis ◽  
Learning Strategy ◽  
Educational Institution ◽  
Strategy Development ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Almost All ◽  
Key Aspects

Covid-19 pandemic has influenced all fields of life, including education, teaching and learning procedure. Initially the situation seemed vague and uncertain, but still challengeable, by moving almost all processes online and offering the digital or distance learning. The aim of the article to identify key aspects of distance learning from educator’s perspective following Covid-19 and basing on the research results to offer transformative digital learning strategy for educational institution. The authors draw attention to the procedure how to re-direct weakness and threats into strengths and opportunities, by implementing necessary changes at four indicated levels: individual, institutional, local government and state one. An important part for any strategy creation, including transformative digital learning (TDL) strategy for educational institution, is the detailed situation analyses. SWOT analysis structure has been offered by analyzing respondents’ views for the conducted online questionnaire for educators and experts’ interviews Additionally literature review has been made to create the list of key elements necessary for the TDL strategy development, including global networking providers and nowadays paradigm shift –the transformative one 

scholarly journals Digital resilience in higher education in response to COVID-19 pandemic: Student Perceptions from Asia and Australia

2021 ◽  
Vol 18 (5) ◽  
pp. 108-134
Author(s):  
Rajaraman Eri ◽  
◽  
Prasad Gudimetla ◽  
Shaun Star ◽  
Josh Rowlands ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Technological Advancement ◽  
Digital Competence ◽  
Digital Innovation ◽  
Learning And Teaching ◽  
Using Data

COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students’ both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008) Digital resilience is students’ tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm-. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.

scholarly journals Online teaching and learning: a year later what has changed?

2021 ◽  
Author(s):  
Vitor Gonçalves ◽  
Bruno Gonçalves
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Economic Activities ◽  
Digital Competence ◽  
Case Study Methodology ◽  
Digital Skills ◽  
Online Format ◽  
Teaching Learning

The world is currently experiencing the covid-19 pandemic that has been going on for almost a year and which has transformed the way of carrying out the economic activities that support contemporary societies. The education sector is precisely an example of this abrupt change. The face-to-face teaching-learning process was converted to an online format, so students, teachers, schools and families had to adapt immediately to this transformation. There was no time to provide schools and persons with digital equipment and tools, nor with educational agents for training oriented to the practice of online teaching. Everyone had to do their best, adapting, learning autonomously and with their peers and solving their own problems. This research was developed with the support of the case study methodology in a Portuguese educational institution and aims to understand, through the Dynamic Digital Competence Reference Framework (DigComp), the evolution of students in terms of digital skills in the period of the covid-19 pandemic. The results show that students acquired a set of digital skills that allowed them to participate and interact with stakeholders in the online teaching-learning process. In addition, a set of suggestions is also presented for the acquisition or improvement of other students' skills.

scholarly journals METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE

2021 ◽  
Vol 1 (1) ◽  
pp. 123-131
Author(s):  
HALYNA HENSERUK ◽  
MARTYNIUK SERHII
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Education Institution ◽  
Competence Development ◽  
Information Support ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Methodological Component

The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

scholarly journals Development of Teachers' Digital Competence: Problems and Solutions in Latvia

2021 ◽  
Author(s):  
Svetlana Usca ◽  
◽  
Janis Dzerviniks ◽  
Velta Lubkina ◽  
Aija Vindece ◽  
...  
Keyword(s):  
Professional Development ◽  
General Education ◽  
Online Survey ◽  
Professional Competence ◽  
Educational Institution ◽  
General Education Teachers ◽  
Competence Development ◽  
Successful Implementation ◽  
Digital Competence ◽  
Level Of Education

The data obtained from the Latvian National research programme “Life with COVID-19: Evaluation of the coming coronavirus crisis in Latvia and recommendations for social resilience in the future (CoLife)” show that the successful implementation of remote learning requires the improvement of teachers' digital competence. The professional development courses organized before the COVID-19 pandemic (their content, form) do not meet the needs of the real situation. It is necessary to look for new forms so that the content of professional development courses meets the needs of current general education teachers, including not only general skills characterizing digital competence, but also specific ones related to the level of education (age of learners) and field of study. The aim of the research: to identify the needs of general education teachers for the development of digital competence and to prepare proposals for the implementers of professional competence development courses. Research methods: online survey of 559 teachers, survey of 6 experts, quantitative data processing in SPSS program, content analysis of qualitative data. The research concluded that teachers' professional competence development courses should be practice-oriented, as close as possible to the technical capabilities of an educational institution, as well as considering the current needs of teachers, the field of subjects taught and the level of education at which they work.

Sign in / Sign up

Export Citation Format

Share Document