scholarly journals Formation of digital competence of teachers in the conditions of distance learning

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 548-558
Author(s):  
Margaryta Noskova ◽  
Oksana Semianyk ◽  
Viktoriia Miziuk ◽  
Oksana Babakina ◽  
Valentyna Lytvyn
Keyword(s):  
Distance Learning ◽  
Statistical Analysis ◽  
Research Methodology ◽  
Formal Education ◽  
Training Programs ◽  
Ict In Education ◽  
Digital Competence ◽  
Low Level ◽  
Digital Skills ◽  
Digital Competencies

The purpose of this article was to identify the features and relationships between different stages of formation of digital competence of teachers in terms of distance learning. The research methodology is based on a statistical analysis of data from a survey of 38081 teachers using a structured OECD interview (2018a) on the development of digital competencies. The study found that courses on the use of ICT for teaching were included in the formal education of teachers in 63.1% of cases. 58% of teachers are well prepared for the use of ICT in education, while 42% of teachers answered a low level of preparation for the use of ICT in education. The practical value of the study lies in identifying the features of the formation of digital competence: the importance of training programs for the development of digital skills.

scholarly journals Distance Learning as a Means of Digital Skills Development in High School and University Students

2022 ◽  
Vol 23 (4) ◽  
pp. 939-947
Author(s):  
N. G. Voskresenskaya
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
Young People ◽  
Human Life ◽  
Digital Competence ◽  
School Students ◽  
Digital Skills ◽  
Digital Competencies ◽  
The Impact

The present research featured the readiness of university and high school students for distance learning as a means of improving their digital skills. The survey was conducted in October 2020 and involved 807 students from schools and universities of Nizhny Novgorod aged 14–24 (M=18, SD=2.22; 62.6 % female, 37.4 % male). Six focus groups included 63 students aged 17–24 (M=18, SD=1.83; 65 % female, 35 % male). The study showed that the readiness of young people for distance learning depended on their awareness of how digital technologies changed human life during the pandemic. The research revealed four types of young people with different attitudes to distance learning. Awareness of the impact of digitalization appeared to be a powerful motivator for the use of distance learning to develop digital competencies. The constraining factors included emotional and volitional immaturity, orientation to hedonistic values, confidence in one’s own digital competence, and skepticism regarding the ability of distance education to promote professional development.

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

scholarly journals Digital competence of Russian university teachers

2021 ◽  
Vol 25 (3) ◽  
pp. 33-44
Author(s):  
Yu. A. Masalova
Keyword(s):  
Distance Learning ◽  
Digital Technologies ◽  
Educational Process ◽  
Modern World ◽  
University Management ◽  
Digital Competence ◽  
University Teachers ◽  
Professional Activities ◽  
Competence Level ◽  
Digital Competencies

This research paper presents the results of the author’s survey aimed at assessing the digital competence of modern university teachers. The relevance of digital competencies is becoming more and more obvious due to the transformations in the activities of educational organizations. These changes concern the use of digital technologies not only in university management, but also directly in the educational process. The development of distance learning and remote interaction formats is an objective reality in the modern world. The purpose of this article is to make an attempt of assessing a university teacher’s digital competence level based on the general perception of his/her abilities and the digital technologies used in his/her professional activities. The author analyses the teachers’ readiness to use digital technologies and their attitude to distance learning. The study showed that the majority of the interviewed teachers have a high level of basic and universal digital competencies. It was found that most of the respondents already have experience of taking online courses to improve their professional skills. The analysis makes it possible to conclude that the teachers who participated in the survey demonstrate a high readiness to use digital technologies in their professional activities. The author’s study is not supposed to give a complete picture of all Russian university teachers’ digital competence level, since this requires both greater coverage of respondents and the use of other channels (beyond digital) to collect data within the survey. At the same time, this research allows to formulate possible ideas for improving Russian university teachers’ digital competence level, which nowadays becomes the key to improving their effectiveness. The results of the study can be used when working out universities’ personnel development programs in order to ensure a higher level of the teachers’ digital competence.

scholarly journals Statistical analysis of teachers' digital competence levels

2020 ◽  
Vol 17 (4) ◽  
pp. 55-70
Author(s):  
S. V. Avilkina
Keyword(s):  
Statistical Analysis ◽  
Human Resources ◽  
Information And Communication Technologies ◽  
Education System ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Digital Competence ◽  
Proposed Model ◽  
Information And Communication ◽  
Digital Competencies

Purpose of the study. The study of the qualitative parameters of the human resources potential of the economy is necessary to describe the conditions in which digitalization processes develop, to identify the problems of training specialists. The professional education system is considered in the article as an institution that provides human resources to the digital economy of the region. Innovative processes increase the requirements not only for the system of training specialists, but also for the skills of the lecturer, individual level of mastering information and communication technologies. The purpose of this study is to diagnose the levels of digital competencies of lecturers of professional educational institutions and to identify, on the basis of statistical analysis, the impact on the level of digital competencies of a lecturer of various parameters, such as the lecturer’s age; the disciplines he/her teaches; the data of continuing education in the field of information and communication technologies.Materials and methods. This paper provides an overview of approaches to solving the problems of staffing education in the context of informatization. Taking into account the proposed model of digital competencies of lecturers, the testing complex was approved. Methods of statistical data analysis were applied: descriptive statistics, correlation coefficients were calculated, a range diagram and scatter diagrams of lecturers' testing results were constructed. For the information processing, the qualitative indicators were converted into quantitative ones and the statistical analysis software packages were used: Microsoft Excel and STATISTICA 10.0.Results. As a result of the lecturers’ testing of professional educational institutions and statistical analysis, data were obtained on the level of human resources in terms of the formation of knowledge and skills in the field of information and computer technologies. The relationship between the level of digital competence and various factors has been identified. The factors that were analyzed in the course of the study: age, subjects taught, the period of limitation of the advanced training in the field of information and communication technologies.Conclusion. The introduction of the proposed model of competencies and diagnostic methods will allow diagnosing lecturers' skills in working in a digital environment and will ensure the adoption of informed managerial decisions in the development of the human resources of the vocational education system both at the level of the educational organization and at the level of public administration bodies. This model can be used to obtain information about the formation of digital competencies of different groups: employees of organizations and enterprises, state and municipal employees.

scholarly journals DIGCOMP ΚΑΙ DIGCOMP EDU ΣΤΟ ΕΛΛΗΝΙΚΟ ΣΧΟΛΕΙΟ. ΠΛΑΙΣΙΟ ΨΗΦΙΑΚΩΝ ΙΚΑΝΟΤΗΤΩΝ ΣΤΟ ΕΛΛΗΝΙΚΟ ΝΗΠΙΑΓΩΓΕΙΟ / DIGCOMP AND DIGCOMP EDU IN GREEK SCHOOL DIGITAL COMPETENCIES FRAMEWORK IN GREEK KINDERGARTEN

2021 ◽  
Vol 8 (6) ◽  
Author(s):  
Paraskevi Foti
Keyword(s):  
Greek Language ◽  
Digital Competence ◽  
Key Points ◽  
Digital Skills ◽  
Digital Competencies

<p>This paper will cover in detail the key points of DigComp, (European Digital Skills Framework) and DigComp Edu, (European Digital Skills Framework for Teachers). Concepts will be explored in terms of what is digital competence and what are the areas and competencies of DigComp and DigComp Edu, while then a proposal will be presented for the indicators of digital abilities of children in the Greek kindergarten. The paper will be presented in Greek language so that it can be easily accessed by Greek teachers.</p><p> </p><p>Σε αυτή την εργασία θα αναφερθούμε στα βασικά σημεία του DigComp, του Ευρωπαϊκού Ψηφιακού πλαισίου ικανοτήτων και του DigComp Edu, του Ευρωπαϊκού Ψηφιακού πλαασίου ικανοτήτων των εκπαιδευτικών  και θα πλαισιωθούν έννοιες αναφορικά με το  τι είναι ψηφιακή ικανότητα και  ποιοι είναι οι τομείς και αρμοδιότητες ικανοτήτων του  DigComp και του DigComp Edu ενώ  στη συνέχεια θα παρουσιαστεί μια πρόταση για τους δείκτες αξιολόγησης των ψηφιακών ικανοτήτων για μαθητές   νηπιαγωγείου και πρώτων τάξεων δημοτικού. Η εργασία μας θα παρουσιαστεί στην ελληνική γλώσσα ώστε να μπορεί να είναι εύκολα προσβάσιμη από τους έλληνες εκπαιδευτικούς. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0769/a.php" alt="Hit counter" /></p>

scholarly journals Developing support teachers’ digital competencies for an inclusive citizenship

2021 ◽  
Vol 12 (1) ◽  
pp. 43-51
Author(s):  
Giuseppa Cappuccio ◽  
Giuseppa Compagno
Keyword(s):  
Point Of View ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Digital Skills ◽  
Digital Competencies ◽  
Inclusive Processes ◽  
The University ◽  
Conceptual Link ◽  
Exercise And Training ◽  
And Training

The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situation of overall emergency, due to the Covid 19 pandemic case, the idea is that of considering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particularly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valuable citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of support teachers’ digital competence is reported here.

scholarly journals Digital Skills of Teachers

2021 ◽  
Vol 258 ◽  
pp. 07083
Author(s):  
Anna Serezhkina
Keyword(s):  
Professional Development ◽  
Digital Literacy ◽  
Educational Process ◽  
Digital Competence ◽  
Digital Resources ◽  
Development System ◽  
Use Of Technology ◽  
Digital Skills ◽  
Digital Competencies ◽  
Russian Universities

The aim of the work is to analyze the digital skills of teachers of Russian universities a year after the COVID-19 pandemic. The latest research on the digitalization of education, analysis of the digital competencies of teachers and tools to evaluate the digital skills of educators has been conducted. The results of a study conducted on a sample of Russian teachers are described. It has been revealed that teachers have an average level of digital literacy, and most educators are integrators and experts in the use of technology in the educational process. They are able to assess educational resources, create digital resources and share digital materials, cope with the problem of changing existing digital courses, etc. The findings are of interest both to the university’s professional development system, which develops the digital competence of its teachers, and for teachers who wish to improve their level of digital literacy through self-education.

scholarly journals “Mission Possible”: Supporting an Adoption of a Distance Learning Model for Schools during the Pandemic

2021 ◽  
pp. 251-264
Author(s):  
Maria Spilker ◽  
Antonieta Rocha ◽  
Ana Afonso ◽  
Lina Morgado
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Research Methodology ◽  
Online Teaching ◽  
Knowledge Gaps ◽  
Remote Education ◽  
Design Based Research ◽  
Training Course ◽  
Digital Skills ◽  
K 12

This investigation relates to the professional development of in-service teachers on online teaching in K-12/P-12 schools during the COVID-19 pandemic. The main questions concerned the autonomy and support from/in schools, alternatives found and implemented. A model was developed and applied in different institutions. This article will focus on analysing the results of one Portuguese school.The study follows a Design-Based-Research methodology. The results revealed teachers have knowledge gaps regarding intermediate/advanced digital skills. Through the training course, teachers’ awareness was raised about the distinction between Remote Education and Distance Learning and some skills inherent to online teaching were developed.

An Overview of the Frameworks for Measuring the Digital Competencies of College Students

2021 ◽  
pp. 259-282
Author(s):  
Vladimir M. Simović ◽  
Ivana S. Domazet
Keyword(s):  
College Students ◽  
Formal Education ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Online Assessment ◽  
Competence Assessment ◽  
Digital Competence ◽  
Digital Competencies ◽  
Entrepreneurial Competencies ◽  
Key Aspects

The purpose of this chapter is to analyze the options for measuring the digital entrepreneurial competencies the college students acquire during the course of their formal education. The chapter examines the key aspects of various digital competence-related frameworks and proposes the development of a new methodology that will be focused on the digital entrepreneurial competencies of the students. This chapter proposes the development of the corresponding online assessment tool which could serve to measure the level of the acquired competencies by the students. The findings presented in this chapter may apply to other areas as well. The goal is to develop a set of competence assessment tools that could effectively determine the level of competencies the students acquire during the course of their formal studies and enable the formulation of adequate corrective measures in the curriculum plan.

scholarly journals Visual didactic regulators as instruments of learning activity: Development and applied aspects

2021 ◽  
Vol 23 (6) ◽  
pp. 126-152
Author(s):  
V. E. Steinberg ◽  
N. N. Manko ◽  
L. V. Vakhidova ◽  
D. R. Fatkhulova
Keyword(s):  
Distance Learning ◽  
Research Methodology ◽  
Concept Maps ◽  
Training Programs ◽  
Computer Training ◽  
Abstract Thinking ◽  
Visual Aids ◽  
Semantic Modelling ◽  
Science Production ◽  
Logical Semantic

Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.

Sign in / Sign up

Export Citation Format

Share Document