scholarly journals Digital Literacy of Pre-Service Science Teachers as Reflection of Readiness Toward Online Learning in New Normal Era

2021 ◽  
Vol 4 (2) ◽  
pp. 207
Author(s):  
Aldeva Ilhami ◽  
Diniya Diniya ◽  
Susilawati Susilawati ◽  
Rian Vebrianto
Keyword(s):  
Science Teachers ◽  
Digital Literacy ◽  
Educational Institution ◽  
Service Science ◽  
Digital Competence ◽  
Digital Platforms ◽  
Digital Contents ◽  
Teachers And Students ◽  
Competence Framework ◽  
Teaching Learning

ThThe Covid-19 outbreak affects education sector thus the teaching is undertaken remotely. Teachers and students use digital platforms to continue the teaching–learning processes. The present study was carried out to determine the digital literacy of pre-service science teachers at UIN Sultan Syarif Kasim Riau, Universitas Muhamadiyah Riau and Universitas Negeri Padang. Conducted through a formulated survey involving 115 science education students among those universities, the data were collected through digital literacy questionnaire adapted from ‘DigComp21 the digital competence framework for citizens”. The data analysis used descriptive and inferential statistics through SPPS 23 for windows application. Based on results obtained in this line of research, it showed that the digital literacy of pre-service science teachers was in the medium category with a score of 61.8%, and therefore, it indicated that there was no significant effect based on educational institution factors. The majority of students have low skills to create digital contents.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

scholarly journals COMMUNICATION IN TIMES OF PANDEMIC, IMPACT IN ECUADORIAN EDUCATION

2020 ◽  
Vol 8 (9) ◽  
pp. 345-350
Author(s):  
Msc. Alida Vallejo ◽  
OSWALDO ZAVALA PALACIOS ◽  
CESAR NOBOA TERAN ◽  
JOSEFINA RAMIREZ AMAYA ◽  
ANA MARIA VITERI ROJAS
Keyword(s):  
21St Century ◽  
Public Service ◽  
Digital Literacy ◽  
Electronic Device ◽  
Digital Technologies ◽  
The World ◽  
Teachers And Students ◽  
Education And Care ◽  
Teaching Learning ◽  
Economic Capacity

Currently, the COVID 19 pandemic has changed the world and all systems of society, bringing new demands on education and care in public service entities and the work of millions of people in the world. The new digital technologies have allowed the world to function in some way in this period of time, in all areas of society. In education a constant interaction is needed, between teachers and students, during teaching - learning. However, there are factors that affect this process, including internet accessibility, digital literacy, and the economic capacity of families to acquire an electronic device. In this sense, the Ecuadorian government must take actions to guarantee that students have access to the demands of the 21st century. The objective of this article is to analyze how the population is adapting to the new educational scheme, to visualize the urgent needs and give suggestions to solve them.

scholarly journals Self-Perceived Digital Competencies in Educational Online Migration Due to COVID-19 Confinement

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Rocio E Duarte ◽  
Leticia Rodríguez
Keyword(s):  
Predictive Validity ◽  
Online Teaching ◽  
Measurement Scale ◽  
The European Union ◽  
Digital Competence ◽  
Or Practice ◽  
Digital Competencies ◽  
Competence Framework ◽  
Teaching Learning ◽  
Fit Index

Objectives: The purpose of the study was to validate a measurement scale to assess self-perceived digital competencies of Mexican university students who have migrated from a mixed school-digital system to a fully digitalized educational environment because of COVID-19 confinement. The instrument was based on the European Union Digital Competence Framework. Method: 1,118 participants aged between 18 and 47 years completed the assessment. This included 677 females (60.6%) and 429 males (38.4%). Confirmatory factor analysis (CFA) was used to assess scale structure. Results: Results of the CFA showed an excellent fit to the data, C<sup>2</sup>/<em>df </em>= 3.27, <em>p</em> = .01, comparative fit index (CFI) = 0.97, root-mean-square error of approximation (RMSEA) = 0.05. Cronbach’s a values for the scale and subscales ranged from .78 to .83. Three of the four subscales predicted number of assignments completed and submitted, a measure of predictive validity. Conclusions: The Digital Competence Scale for Online Migration is a valid scale for Mexican students and demonstrates predictive validity. Implication for Theory and/or Practice: The scale may be useful in planning activities for the reinforcement of digital competencies and to identify difficulties and support specific pedagogy for online teaching/learning processes.

Models of Competences for the Real and Digital World

2018 ◽  
pp. 52-80 ◽  
Author(s):  
Yannis Kotsanis
Keyword(s):  
Digital Literacy ◽  
Instructional Planning ◽  
Digital Competence ◽  
Social And Emotional ◽  
Knowledge Processes ◽  
Digital World ◽  
Key Competences ◽  
Competence Framework ◽  
The Individual ◽  
Social Competences

The majority of countries and educational organizations have introduced the concept of learning outcomes and the related key competences or skills into their policy, programs, instructional planning, curricula and activities. The chapter, after an overview on knowledge processes, personal-social competences and significant related models (Frameworks of Twenty-First Century Learning, Key Competences for Lifelong Learning, Social and Emotional Learning, Approach to Learning), is focusing on digital literacy models (Digital Competence Framework for Citizens, ICT Competency Framework for Teachers, ICT Standards for Students), and finally is synthesizing two new 3D competency-based models: a specific one for the individual children's rights for the digital world (“Open Sesame”) and a general one for the educational community (“School of the Future International Academy”), respectively accompanied by examples.

scholarly journals Digital Collaboration in Teaching and Learning Activities: The Reflexivity Study on Educational Digital Empowerment

2020 ◽  
Vol 19 (10) ◽  
pp. 355-370
Author(s):  
Irwansyah Irwansyah ◽  
Sofiatul Hardiah
Keyword(s):  
High Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Self Awareness ◽  
Digital Competence ◽  
Technology Competence ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning

This research examines digital empowerment in high schools in Indonesia. Based on the reflexivity perspective, digital empowerment is described as the effort to respond to changes in learning systems in digital-based schools. This research was conducted qualitatively through observations and in-depth interviews. The participants of this study included school principals and the teachers of information and communication technology in three Indonesian public senior high schools in different cities, namely Banda Aceh, Padang, and Banjarmasin. The results highlighted the need to understand the context and projections of the teachers' and student's ability and self-access to information and communication technology elements, in which appropriate measures can be formulated in response to the digitisation of the teaching-learning process in the schools. Self-awareness and information and communication technology competence shape digital empowerment efforts in schools based on their respective needs and abilities. As such, the digital-based collaboration of teaching and learning can be construed as a form of contextual digital empowerment, which is applied at the micro-level adapting to dynamic changes in digital competence, especially in teachers and students.

scholarly journals FORMATION OF DIGITAL COMPETENCE OF LEADERS OF EDUCATIONAL INSTITUTIONS

2019 ◽  
Author(s):  
Iryna Hrebenyk
Keyword(s):  
Secondary Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Structural Model ◽  
Educational Institution ◽  
Digital Technologies ◽  
Educational Institutions ◽  
New Paradigm ◽  
Digital Competence ◽  
Digital Competency

The article deals with the peculiarities of digital competence of managers, the principles of the formation of digital competence, and the same: the principle of system city, continuity, activity, self-development. To expose the concept of digital literacy of the head of the educational institution. The main functions are distinguished: cognitive, developing, evaluative and adaptive. The most acceptable system is postgraduate pedagogical education, which, by its very nature and purpose, is capable of rapidly adapting to social changes and ensuring the process of teaching modern pedagogical technologies with the help of current INSTRUMENTS, which include Internet services. The listed and substantiated needs for the formation of the digital competency of the heads of institutions of general secondary education are listed. The essence of the concept of digital competence is revealed. The main aspects of digital competence are highlighted, namely: the existence of a fairly high level of functional literacy in the field of ICT, effective, well-founded application of digital technologies in educational activities and for solving professional tasks, understanding of digital technologies as the basis of a new paradigm in education aimed at the development of students as sub information society objects. And also, that the digital competence of the manager can be formed on three levels: general user, general pedagogical and subject-oriented. The analysis of domestic and foreign scientific sources concerning the formation of digital competence of heads of institutions of general secondary education has been conducted. The components of digital competence of heads of institutions of general secondary education are formulated. The main ways of forming the digital competence of the head of educational institutions are identified, namely the method of teaching outside the workplace, in the workplace, mixed teaching methods. The analysis of the essence of non-formal education, as well as the feasibility of the use of the andragogical principles of adult education, is made possible to clarify and correct the filling of the main blocks of the methodology of forming the digital competency of the heads of educational institutions. The structural model of the method of forming the digital competence of the heads of educational institutions is developed.

scholarly journals The Correlation of Digital Literation and STEM Integration to Improve Indonesian Students’ Skills in 21st Century

2020 ◽  
Vol 1 (2) ◽  
pp. 73-80
Author(s):  
Dedi Riyan Rizaldi ◽  
Eris Nurhayati ◽  
Ziadatul Fatimah
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Stem Learning ◽  
Digital Competence ◽  
Stem Integration ◽  
Teachers And Students ◽  
Literacy Methods ◽  
Collaboration And Communication ◽  
Knowledge Content

Dynamic human development in the 21st Century demands students to make innovations in the world of education. Students are required to have 21st-century skills, namely creativity, critical thinking, collaboration, and communication. In contrast, teachers are required to have skills that must be mastered. The six capabilities are mastery of knowledge/content, mastery of 21st-century pedagogy, the ability of expertise in the development and achievement of students and give support, mastery of learning psychology skills; having counseling skills; and competence in using information technology and media. This article aims to discuss issues related to how to improve the ability of teachers and students to master 21st-century skills? Also, what extent is the role of digital literacy and STEM integration in improving 21st-century skills? This article using literature literacy methods sourced from international and national journals, books, and other relevant sources. Based on the study, it concluded that digital competence is not an absolute determinant of the development of 21st-century skills in students. Digital ability is a supporting factor for mastering 21st-century skills that should have been introduced and taught through schools. STEM learning with multidisciplinary mastery of science needs to be optimized in schools in Indonesia so that the expected learning objectives are in line with the demands of the 21st-century.

scholarly journals Digital literacy of indonesian prospective physics teacher: Challenges beyond the pandemic

2021 ◽  
Vol 2104 (1) ◽  
pp. 012004
Author(s):  
A Z Rahmawati ◽  
Z Haryanto ◽  
N F Sulaeman
Keyword(s):  
Science Teachers ◽  
Prospective Teachers ◽  
Physics Education ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Digital Platforms ◽  
Descriptive Research ◽  
Learning Content ◽  
Teacher Challenges ◽  
Quantitative Descriptive

Abstract Pandemic covid-19 reinforces the needs of digital technology in all aspects, including education. Digital literacy skills become essential for all teachers and also prospective teachers. This study aims to find an overview of the digital literacy capabilities of prospective physics teachers. This study was a quantitative descriptive research with data collection using an instrument in a questionnaire that included 29 items from 4 aspects of digital literacy: Accessing content, creating content, transliteracy, and evaluating content. The sample consisted of 171 physics education students from 3 State Universities in Indonesia. The result showed the level of digital literacy in the moderate category. From the four aspects, creating content related to creating or presenting information on various digital platforms showed lower results than accessing content, transliteracy, and evaluating content. In a prospective science teacher curriculum, creating learning content on digital platforms needs to be developed. This research finding suggests that digital literacy needs to be enhanced during the prospective science teachers’ program.

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