scholarly journals Declared and Real Level of Digital Skills of Future Teaching Staff

2021 ◽  
Vol 11 (10) ◽  
pp. 619
Author(s):  
Łukasz Tomczyk
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Staff ◽  
Theoretical Knowledge ◽  
Digital Competence ◽  
Theoretical Frameworks ◽  
The Real ◽  
Key Skills ◽  
Digital Skills ◽  
Competency Tests ◽  
Word Processors

Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

scholarly journals Análisis de instrumentos para el diagnóstico de la competencia digital

2020 ◽  
pp. 1-12
Author(s):  
César González-Rodríguez ◽  
Santos Urbina-Ramírez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Competence ◽  
Digital Skills ◽  
Information And Communication ◽  
Definition Of ◽  
Methodological Aspects ◽  
The Impact ◽  
Educational Field ◽  
Competencia Digital

La importancia que han cobrado las Tecnologías de la Información y Comunicación en la sociedad durante los últimos años ha provocado que la competencia digital sea considerada como clave en el diseño de las políticas educativas y, en consecuencia, que desde diversos ámbitos se hayan desarrollado múltiples instrumentos destinados a la evaluación de las habilidades y destrezas digitales de docentes, discentes y población en general. Es por ello que se ha considerado pertinente analizar diversos tipos de herramientas usadas en la última década en España para el diagnóstico de la competencia digital del alumnado de distintas etapas educativas prestando atención, entre otros aspectos, a los ítems utilizados, la estructura de las herramientas o la metodología empleada. Este trabajo profundiza en el análisis de una serie de investigaciones que, pese a compartir, en muchos casos, aspectos metodológicos, difieren en su visión y concepción de la competencia digital, algo que dificulta el establecimiento de pautas comunes de evaluación, ya que resulta complicado acordar cómo medir una variable cuando la definición de la misma se presta a múltiples interpretaciones. Precisamente la definición de un marco común de referencia en el ámbito educativo que sirva para abordar la evaluación de las habilidades digitales es uno de los retos de investigadores e instituciones, si bien no se trata de una tarea sencilla cuando las tecnologías digitales se caracterizan por los continuos y vertiginosos cambios The impact of Information and Communication Technologies on society in recent years has caused digital competence to be considered the key to designing educational policies and, consequently, the development of numerous instruments for the evaluation of the digital skills and abilities of teachers, students and the population, in general, in several fields. Therefore, it has been considered relevant to analyze various types of tools used in the past decade in Spain for the diagnosis of the digital competence of students from different educational stages, paying attention, among others, to the items used, the structure of the tools or the methodology. This work goes in depth in the analysis of a series investigations that, despite sharing some methodological aspects in many ways, differ in their vision and conception of the digital competence. This makes the establishment of some common evaluation guidelines more difficult, since it is complicated to agree on how to measure a variable when its own definition could be interpreted in several ways. The definition of a common frame of reference in the educational field that serves to address the evaluation of digital skills is precisely one of the challenges of researchers and institutions. However, it is not an easy task when digital technologies are characterized by continuous and vertiginous changes.

scholarly journals Competencias TIC en los docentes de las unidades tecnológicas de Santander

2018 ◽  
pp. 67-83
Author(s):  
Ernesto Solano Hernández ◽  
Victoria Irene Marín Juarros ◽  
Alba Rossi Rocha Vásquez
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Teaching Staff ◽  
Digital Competence ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
Ethical Component ◽  
Training Modalities ◽  
And Training ◽  
Competencia Digital

Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental de la sociedad del siglo XXI, generando nuevos espacios formativos y modalidades de formación. La práctica docente debe hacerse partícipe de los nuevos modelos de aprendizaje y formación, para lo cual surge la necesidad de la cualificación docente en términos de competencia digital, un argumento que se solicita con fuerza incluir en esta actividad. En este artículo se describen y presentan los resultados de la investigación realizada en las Unidades Tecnológicas de Santander (UTS, Colombia), para conocer, evaluar y pronosticar el nivel de conocimiento y competencia digital del personal docente, adscrito a las dos facultades de la institución; dentro de las dimensiones evaluadas se solicitó información referente a datos de identificación (sociodemográficos y laborales), uso y conocimiento de TIC, integración de las TIC en la práctica docente, formación docente e innovación en TIC y el componente ético en la labor docente. Se dispuso de un instrumento de investigación (encuesta) ya utilizado y validado en otro estudio del mismo tipo, que se adaptó al contexto institucional de las UTS. Se utilizó un servidor de la universidad para alojar la encuesta y que fuera presentada de forma telemática por los profesores. Como conclusión del análisis de resultados, se diseñó una propuesta de trabajo para la mejora de las competencias digitales basados en las necesidades de formación detectadas. The new information and communication technologies became the fundamental axis of 21st century society, generating new training spaces and training modalities. The teaching practice must become a participant in the new models of learning and training, for which the need arises for the teaching qualification in terms of digital competence, an argument that is strongly requested to include in this activity. This article describes and presents the results of the research carried out in the Santander Technology Units (UTS, Colombia), to know, assess and forecast the level of knowledge and digital competence of teaching staff, assigned to the two faculties of the institution ; Within the evaluated dimensions, information was requested regarding identification data (sociodemographic and labor), use and knowledge of ICT, integration of ICT in teaching practice, teacher training and innovation in ICT and the ethical component in teaching work. There was a research instrument (survey) already used and validated in another study of the same type, which was adapted to the institutional context of the UTS. A university server was used to host the survey and was presented telematically by the teachers. As a conclusion to the analysis of results, a work proposal was designed to improve digital skills based on the training needs detected.

scholarly journals Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

2021 ◽  
Vol 11 (3) ◽  
pp. 98
Author(s):  
Francisco D. Guillén-Gámez ◽  
María J. Mayorga-Fernández ◽  
José A. Contreras-Rosado
Keyword(s):  
Higher Education ◽  
Research Work ◽  
Teaching Staff ◽  
Intention To Use ◽  
Digital Competence ◽  
Digital Ethics ◽  
Ex Post ◽  
Digital Skills ◽  
Ex Post Facto

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.

scholarly journals DEVELOPMENT OF DIGITAL COMPETENCE OF PEDAGOGICAL STAFF IN DISTANCE LEARNING BASED ON CLOUD SERVICES

2021 ◽  
Vol 86 (6) ◽  
pp. 268-288
Author(s):  
Victor V. Oliynyk ◽  
Natalia I. Gushchina ◽  
Ludmila G. Kondratova ◽  
Sergey P. Kasyan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teacher Training ◽  
Information And Communication Technologies ◽  
Postgraduate Education ◽  
Cloud Services ◽  
Educational Systems ◽  
Teaching Staff ◽  
Digital Competence ◽  
The Impact

The article analyzes the experience of implementing forms and methods of development of digital competence of educators in distance education using Google Workspace for Education cloud services, based on real experience of teacher training at the university. This article discusses the concepts of competence, digital competence and distance education. The experience of the Department of Open Educational Systems and Information and Communication Technologies of the Central Institute of Postgraduate Education (Kyiv, Ukraine) in the organization of distance learning in postgraduate education is revealed, the results of research on the impact of distance technologies on the quality of education are presented. Specificity of digital competence development among pedagogical staff in the process of organizing distance education on the basis of Google Workspace for Education cloud services is determined. The article also provides an overview of the opportunities provided by digital tools and cloud services in Google Workspace for Education for distance education and highlights the effective forms and methods of developing digital competence in distance learning on the example of advanced training of university teachers. The article presents a description of effective forms of teacher training in the educational environment of Google Class, analysis of learning outcomes and identifies the benefits of joint activities of participants in the learning process. The article features the results of research on the development of teachers’ digital competence measured on the basis of selected criteria for assessing the development of digital competence of research and teaching staff. The article highlights the promising trends in the development of digital competence of pedagogical staff in terms of distance education.

scholarly journals Teacher education in ICT: Contributions from different training models

2018 ◽  
Vol 2 (2) ◽  
pp. 61-76
Author(s):  
Julio Cabero-Almenara ◽  
Rubicelia Valencia-Ortíz
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Professional Practice ◽  
Communication Technologies ◽  
Teaching Staff ◽  
Educational Performance ◽  
Training Models ◽  
Digital Skills ◽  
Information And Communication ◽  
Different Dimensions

Training the teaching staff in Information and Communication Technologies comes implicitly with thestudy of its different dimensions and principles, regarding the indications that have been pointed froma variety of studies and works. In our current society, it is clear that the significance of ICT to improvequality and educational performance is not exclusively determined by its presence, but also by the variety oftransformations that involves not only using them as a way of consuming knowledge but also seeing themas tools to enrich, create and generate said knowledge. From this perspective, investment in professionaldevelopment is more important than investment in resources associated with technology. This is animportant aspect for incorporation of ITC, not considering only its use to do better things than we dowithout it, but to do things in a complete different manner. We present this article which describes a tour ofsome of the bases and models, analyzing the problematic of training in digital skills that teachers might facewhen they incorporate them into their teaching and professional practice.

scholarly journals DIGITAL COMPETENCE OF A TEACHER AS THE BASIS FOR EFFECTIVE WORK IN DISTANCE EDUCATION

2021 ◽  
pp. 87-90
Author(s):  
Н.В. Татаринова ◽  
Е.В. Рублева
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Communication Technologies ◽  
Teaching Staff ◽  
Educational Organizations ◽  
Digital Competence ◽  
Effective Work ◽  
Information And Communication

В статье обсуждается проблема приобретения преподавателями РКИ новых компетенций в области информационно-коммуникационных технологий, ставится вопрос повышения уровня цифровой грамотности педагогического состава в условиях перехода образовательных организаций на всеобщее дистанционное обучение. This article discusses the problem of acquiring new competencies in the field of information and communication technologies by teachers of Russian as a foreign language, and raises the issue of improving the level of digital literacy of teaching staff in the context of the transition of educational organizations to universal distance learning.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

2020 ◽  
Vol 7 (2) ◽  
pp. 119-126
Author(s):  
María Amelia Cruz Cobeñas ◽  
Wilfredo Carcausto-Calla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Virtual Education ◽  
Digital Competence ◽  
Digital Communities ◽  
Information And Communication ◽  
Educación Virtual ◽  
Sustainable Health ◽  
Competencias Digitales ◽  
Competencia Digital

The article reviews the problem of digital competences from the digital constructivist learning approach for digital empowerment from formative education of the dimensions: (a) personal, (b) ethical, (c) professional, as opposed to the structuralist definition or functionalist of the connectivist approach, which prioritizes the professional and functional dimension of the competences in the use of information and communication technologies. Digital competences are established as the skills to achieve integration, accessibility, employability and equity of digital communities, valued in the context of the current pandemic and in virtual education, doors of a future of sustainable health and citizenship. [El artículo revisa la problemática de las competencias digitales desde el enfoque de aprendizaje constructivista digital para el empoderamiento digital desde la educación formativa de las dimensiones: (a) personal, (b) ética, (c) profesional, en contraposición a la definición estructuralista o funcionalista del enfoque conectivista, la cual prioriza la dimensión profesional y funcional de las competencias en el uso de las tecnologías de la información y la comunicación. Se establece a las competencias digitales como las destrezas para lograr la integración, accesibilidad, empleabilidad y equidad de las comunidades digitales, valorados en el contexto de la pandemia actual y en la educación virtual  puertas de un futuro de salud y ciudadanía sostenibles].

ONLINE E-LEARNING AS AN ACTUAL FORM OF PREPARING STUDENTS FOR FUTURE PROFESSIONAL ACTIVITIES

2021 ◽  
Vol 23 (8) ◽  
pp. 4-10
Author(s):  
Barakhsanova E.A. ◽  
Gotovtseva O.G. ◽  
Smetanina T.A.
Keyword(s):  
Professional Training ◽  
Modern Society ◽  
Educational Process ◽  
The Arctic ◽  
Primary Data ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Digital Competence ◽  
Network Learning ◽  
E Learning

The article is devoted to the actual pedagogical problem-the development of online e-learning in the conditions of digitalization of modern society. This problem is considered taking into account the increasing importance of electronic educational resources in improving the efficiency of the organization of the educational process in a remote interactive mode. The role and significance of the factors influencing the development of e-learning are presented: technical and organizational and methodological support of the educational process, the appropriate level of digital competence of the teaching staff, personal motivation of students. The results of recent studies conducted among students of the Pedagogical Institute of the North-Eastern Federal University (hereinafter-the University) and the Arctic Institute of Culture and Art (hereinafter-the Institute) for a complete picture of the state of network learning among students studying at the Institute and university, reflecting the main characteristics of the current state of digitalization of education. Based on the primary data of the study, the current problems are identified: the lack of contact interaction between the participants, which determines an individual, differentiated approach; compliance with personal conditions (motivation of the student); access to electronic sources of information; increase in the number of independent tasks in the absence of constant feedback from students, etc. The article reflects the approaches to determining the place of online e-learning in the system of professional training of future specialists using modern technologies in the organization of the educational process. The analysis of the obtained results shows that in order to implement the tasks of network learning, namely, the practical mastery of digital competence, training should be aimed at developing students ' sustainable interest in network learning.

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