scholarly journals Methodology Of Digital Competence Formation In The Context Of Digital Content Development

2018 ◽  
Vol 16 (2) ◽  
pp. 8-12
Author(s):  
N. Balyk ◽  
◽  
H. Shmyher ◽  
Keyword(s):  
Digital Content ◽  
Digital Competence ◽  
Content Development

scholarly journals Theoretical Principles of Using Steam-Technologies in the Preparation of the Teacher of the New Ukrainian School

2019 ◽  
Vol 5 (1) ◽  
pp. 23-30 ◽  
Author(s):  
Olena Budnyk
Keyword(s):  
Social Activity ◽  
Data Communication ◽  
Digital Technologies ◽  
Digital Content ◽  
Learning Activity ◽  
Learning Tools ◽  
Digital Competence ◽  
Steam Education ◽  
Educational Establishment ◽  
Using Data

The Urgency of the problem of STEAM-education, need for training of relevant specialists, especially teachers for using modern digital technologies in the process of teaching students, orientation of the younger generation on STEM professions are discussed in the article. The essence of the digital competence of a modern specialist, which includes a system of knowledge and skills according to the conscious, responsible and critical use of digital technologies in the process of educational and labour activity, civil or social activity is defined by the author. It is revealed that the teacher's digital competence is manifested in his/her information literacy, culture of using data, communication in the information space, the ability to create relevant digital content. Theoretical principles of the introduction of innovative technologies in the pedagogical process of the New Ukrainian school are described. The forms and methods of using STEAM-technologies in a modern educational establishment are presented. The author stresses there is a need to use various learning tools during the work with students: presentations, laboratory tutorials and simulations, discussions, and peer collaboration to support learning activity, exploration, etc

scholarly journals Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge

2020 ◽  
Vol 12 (22) ◽  
pp. 9473
Author(s):  
David Jiménez-Hernández ◽  
Víctor González-Calatayud ◽  
Ana Torres-Soto ◽  
Asunción Martínez Mayoral ◽  
Javier Morales
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Evaluation System ◽  
Secondary School Teachers ◽  
Digital Content ◽  
Digital Competence ◽  
School Teachers ◽  
Knowledge Age ◽  
The One ◽  
Digital Training

The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted.

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 Competence of future teachers in the digital security area

2021 ◽  
Author(s):  
Maria Jesus Gallego-Arrufat ◽  
Norma Torres-Hernández ◽  
Teresa Pessoa
Keyword(s):  
Preservice Teachers ◽  
Internet Use ◽  
Digital Content ◽  
Digital Identity ◽  
Initial Training ◽  
Digital Competence ◽  
Demand For Education ◽  
Digital Footprint ◽  
Item Questionnaire ◽  
Medium Level

Technology and Internet use poses digital security problems and risks. This article presents the results of a study evaluating the digital competence of preservice teachers within the DigCompEdu European framework. A group of 317 undergraduates from Spain and Portugal completed a 59-item questionnaire validated by experts to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions, and attitudinal patterns). The results show that 47% of the participants fit the profile of teachers at medium-level digital risk; that is, they engage in habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as digital identity, digital “footprint,” and digital reputation. The average values obtained for each item in the seven categories show that preservice teachers have medium-level competence in digital security. These individuals have good attitudes toward security but less knowledge and fewer skills and practices for safe, responsible Internet use. The study proposes future lines of research to respond to the demand for a better-prepared, more digitally competent citizenry. The demand for education in security, privacy, and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

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.

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