scholarly journals Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

2020 ◽  
Vol 4 (4) ◽  
pp. 74 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Isabel María Gómez-Trigueros ◽  
Marc Trestini ◽  
Carlos Pérez-González
Keyword(s):  
Quantitative Methodology ◽  
Self Perception ◽  
Future Teachers ◽  
Digital Competence ◽  
Cross Sectional ◽  
Ex Post ◽  
Ex Post Facto ◽  
Spanish Universities ◽  
Competence Framework ◽  
The One

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

scholarly journals Basic Psychological Needs and Their Association with Academic Factors in the Spanish University Context

2021 ◽  
Vol 13 (5) ◽  
pp. 2449
Author(s):  
Ramón Chacón-Cuberos ◽  
Amador Jesús Lara-Sánchez ◽  
Manuel Castro-Sánchez
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Vocational Training ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Cross Sectional ◽  
Academic Factors ◽  
Ex Post ◽  
Ex Post Facto ◽  
Spanish Universities

Motivational development represents a key element for academic performance in the university context. A non-experimental study with a cross-sectional and ex post facto design through a single measurement in a single group was conducted. The sample was made up of a total of 2736 university students (♂ = 33.8% (n = 924); ♀ = 66.2% (n = 1812)) belonging to a total of 19 Spanish universities. The main instrument used was the Basic Psychological Needs scale, using the IBM SPSS 22.0 (IBM Corp., Armonk, NY, USA) software for data analysis. The results showed that the need for autonomy was higher in social sciences students, those who accessed their studies through vocational training and those who attended their degree in person. In addition, this need was positively related to score, but inversely related to age and grade. The need for competence was higher in students who studied in private centers, those who accessed their university studies through other ways and those students who studied online. Likewise, this need was directly related to the score. Finally, it should be noted that the need for relationships was higher in university students from public institutions, students who accessed their studies through vocational training and those who studied in face-to-face universities. The need for a relationship correlated positively with the score, although with less strength than other needs. In this way, the relevance of various academic factors in the motivational development of students can be established, from which various educational implications are derived in order to favor academic performance.

scholarly journals La competencia digital en docentes de preparatoria como medio para la innovación educativa

2018 ◽  
pp. 66-86 ◽  
Author(s):  
Haydeé Genoveva Bustos López ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Professional Development ◽  
High School ◽  
Professional Growth ◽  
Advanced Technology ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Redes Sociales ◽  
Ex Post ◽  
Ex Post Facto ◽  
Competencia Digital

En este estudio se identifican las dimensiones de la competencia digital que docentes de una preparatoria en el Estado de México durante el segundo semestre de 2015 deben fortalece; se aplicó una metodología cuantitativa con un diseño no experimental ex post facto, con encuestas a 12 docentes y entrevistas con cuatro docentes. Los datos se analizaron conforme a tres categorías: competencias digitales, uso de la tecnología educativa y desarrollo social y profesional, divididos en dimensiones con indicadores de las competencias a desarrollar. Los resultados mostraron como áreas de oportunidad para los docentes el uso de recursos multimedia multilingües; el diseño de recursos con tecnología avanzada para crear, publicar y compartir material en espacios virtuales de aprendizaje; utilizar las redes sociales para compartir conocimiento con colegas y crecer profesionalmente; las TIC como medio de especialización y desarrollo profesional para acceder a fuentes que mejoren la práctica diaria, y herramientas de comunicación vía Internet.Digital competence in high school teachers as a means for educational innovationAbstractThis study identifies the dimensions of digital competence that teachers of a high school in the State of Mexico during the second semester of 2015 should strengthen; a quantitative methodology with an ex-post-facto non-experimental design was applied, with surveys of 12 teachers and interviews with four teachers. The data was analyzed according to three categories: digital competences, use of educational technology and social and professional development, divided into dimensions with indicators of the competences to be developed. The results showed several areas of opportunity for teachers: the use of multilingual multimedia resources; the design of resources with advanced technology to create, publish and share material in virtual learning spaces; use of social networks to share knowledge with colleagues and professional growth; ICT as a means of specialization and professional development to access sources that improve daily practice, and communication tools via the Internet.Recibido: 02 de febrero de 2017Aceptado: 02 de octubre de 2017

scholarly journals The Pandemic and Changes in the Self-Perception of Teacher Digital Competences of Infant Grade Students: A Cross Sectional Study

2021 ◽  
Vol 18 (9) ◽  
pp. 4756
Author(s):  
Rosalía Romero-Tena ◽  
Carmen Llorente-Cejudo ◽  
María Puig-Gutiérrez ◽  
Raquel Barragán-Sánchez
Keyword(s):  
Intervention Group ◽  
Cross Sectional Study ◽  
Self Perception ◽  
Digital Competence ◽  
Cross Sectional ◽  
Self Perceptions ◽  
Group A ◽  
Different Dimensions ◽  
The Difference ◽  
Group B

Without having a reaction time, the pandemic has caused an unprecedented transformation in universities around the world, leading to a revolution from structured models anchored in the conception of transmission of training towards a teaching approach-learning saved thanks to the incorporation of technology. This study aims to verify whether the pandemic situation has influenced the digital competence self-perception of students. Comparing two groups during the academic years 2019/2020 and 2020/2021, the instrument used is the questionnaire for digital competence “DigCompEdu Check-In” for future teachers. After the educational intervention, group A (before COVID-19) presented higher self-perceptions of competence than group B (during COVID-19); the pandemic situation caused by COVID-19 has negatively influenced students’ self-perception of their digital skills in the pretest in the different dimensions under study. Before receiving the training, the group that did not experience the pandemic enjoyed a higher self-perception of their competencies than the group that experienced the pandemic. The data obtained indicate that the difference exists, and that it is statistically significant, and may be a consequence of the clear relationship between self-perception and the way in which students face reality through their personal and subjective vision.

scholarly journals Citation: Cabezas-González, M.; Casillas-Martín, S.; García-Valcárcel Muñoz-Repiso, A. Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks. Sustainability 2021, 13, 4442. https://doi.org/10.3390/su13084442

2021 ◽  
Vol 13 (8) ◽  
pp. 4442
Author(s):  
Marcos Cabezas-González ◽  
Sonia Casillas-Martín ◽  
Ana García-Valcárcel Muñoz-Repiso
Keyword(s):  
Social Networks ◽  
Basic Education ◽  
Online Communication ◽  
Quantitative Methodology ◽  
Global Public Health ◽  
Digital Competence ◽  
Education Students ◽  
Cross Sectional ◽  
Health Crisis ◽  
Use Of Social Media

The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

scholarly journals Pengaruh Analisis Faktor Fundamental Terhadap Return Saham

2011 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Perwito Perwito
Keyword(s):  
Time Series ◽  
Cross Sectional ◽  
Dividend Payout ◽  
Data Pooling ◽  
Return On Equity ◽  
Book Value ◽  
Times Series ◽  
Ex Post ◽  
Ratio Size ◽  
Ex Post Facto

Krisis yang terjadi pada tahun 2008 sangat mempengaruhi kinerja perusahaan-perusahaan yang terdaftar di Bursa Efek Indonesia, hal ini terlihat dengan menurunnya harga saham. Menurunnya harga saham tersebut tentunya akan berimplikasi pada return yang didapatkan oleh investor. Penelitian mengkaji dan menganalisis faktor-faktor fundamental terhadap return saham. Jenis dan sifat penelitian ini adalah ex post facto dan survey explanatory, adapun metode penelitian yang digunakan adalah metode yang bersifat deskriptif, komparatif, asosiatif, dan juga verifikatif. Variabel yang dianalisis terdiri dari; Variabel terikat (Y), dalam hal ini adalah return saham, sedangkan variabel bebas yang terdiri dari return on equity (ROE), earning per share (EPS), price earning ratio (PER), price book value (PBV), dan tingkat suku bunga. Populasi dalam penelitian ini terdiri dari perusahaan kelompok Industri Barang Konsumsi dan Keuangan yang terdaftar di Bursa Efek Indonesia periode 2002 s.d 2009 yang terdiri dari 31 perusahaan untuk kelompok industri barang konsumsi, dan 44 perusahaan pada kelompok keuangan. Data yang dianalisis merupakan gabungan antara data time series dan cross sectional, atau biasa disebut data pooling atau pooled times series, dengan 429 data sampel penelitian. Hasil penelitian menunjukkan, pertama; terdapat perbedaan return saham antara kelompok Industri Barang Konsumsi dan Keuangan, rata-rata total return saham yang dihasilkan oleh kelompok Keuangan relatif lebih besar jika dibandingkan dengan rata-rata return saham dari kelompok Industri Barang Konsumsi, hal tersebut mengindikasikan bahwa masing-masing kelompok industri memiliki return dan pertumbuhan yang berbeda-beda. Kedua; hasil penelitian ini menjelaskan bahwa nilai r sebesar 0,387 dan R² sebesar 0,1498, hal ini berarti pengaruh faktor fundamental terhadap return saham sebesar 14,98%, dan sisanya sebesar 85,02% dipengaruhi oleh faktor lain yang tidak dijelaskan dalam penelitian ini seperti return on asset, dividend dan dividend payout ratio, size, serta beta fundamental. Sehingga dapat disimpulkan secara simultan atau secara bersama-sama bahwa analisis faktor fundamental dapat digunakan untuk memprediksikan return saham pada perusahaan kelompok Industri Barang Konsumsi dan Keuangan. Sedangkan secara parsial hanya EPS berkontribusi paling kuat yakni 9,12%.

scholarly journals Improving Future Teachers’ Digital Competence Using Active Methodologies

2020 ◽  
Vol 12 (18) ◽  
pp. 7798 ◽  
Author(s):  
Carmen Romero-García ◽  
Olga Buzón-García ◽  
Patricia de Paz-Lugo
Keyword(s):  
Teacher Training ◽  
Curriculum Design ◽  
Educational Innovation ◽  
Virtual Classroom ◽  
University Education ◽  
Quantitative Methodology ◽  
Future Teachers ◽  
Digital Competence ◽  
Educational Models ◽  
Common Framework

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers.

scholarly journals Nutritional Status of Primary Schoolgoing Santhal Children of Paschim Medinipur District, West Bengal, India

2021 ◽  
Vol 13 (1-2) ◽  
Author(s):  
Shimul Roy
Keyword(s):  
Nutritional Status ◽  
West Bengal ◽  
Current Situation ◽  
Cross Sectional ◽  
Health And Wellbeing ◽  
Ex Post ◽  
Ex Post Facto ◽  
Growing Conditions ◽  
Difficult Situations

ABSTRACT Rural tribal children of India are facing difficult growing conditions. It is very important to track the nutritional status of tribal children to understand their current situation. The present study was conducted to understand the nutritional status of Santhal children of Paschim Medinipur in West Bengal, India. The present study is cross-sectional, ex-post-facto research. The study depicts that nearly one-third of the study children are undernourished (26.38% stunted, 37.78% underweight, 25.73% thin). A higher percentage of underweight (41.6%), stunting (29.8%) and thinness (28%) can be observed among boys compared to the girls (33.6%, 22.6%, 23.3% respectively) in this area. The differences in the nutritional status of boys and girls are not statistically significant. The study concludes that Santhal children of this area are facing difficult situations concerning nutritional status, which indirectly indicates compromised health and wellbeing

scholarly journals PERBEDAAN HOUSE INDEX (HI) SEBELUM DAN SESUDAH PENANGGULANGAN FOKUS DI KELURAHAN TAWANGANOM KECAMATAN MAGETAN KABUPATEN MAGETAN TAHUN 2018

2018 ◽  
Vol 16 (2) ◽  
Author(s):  
Fitria Rizki R ◽  
Koerniasari . ◽  
Sri Mardoyo
Keyword(s):  
T Test ◽  
P Value ◽  
Cross Sectional ◽  
Ex Post ◽  
Ex Post Facto

Demam Berdarah Dengue (DBD) merupakan penyakit yang jumlah penderitanya semakin meningkat setiap tahun dan penyebarannya semakin luas. Permasalahan yang dikaji dalam penelitian ini adalah upaya penanggulangan fokus (PF) meliputi Penyuluhan, Pemberantasan Sarang Nyamuk (PSN), Larvasidasi, Fogging.Penelitian ini bertujuan menganalisis perbedaan House Index (HI) sebelum dan sesudah penanggulangan fokus di Kelurahan Tawanganom Kecamatan Magetan Kabupaten Magetan. Jenis Penelitian ini menggunakan metode penelitian analitik Ex Post Facto dengan pendekatan cross sectional. Teknik pengumpulan data lebih diutamakan dengan cara observasi. Jumlah sampel 225 rumah atau kepala/anggota keluarga.Berdasarkan hasil uji T-test sampel berpasangan (paired-sampel T test) menunjukkan bahwa ada perbedaan yang bermakna House Index (HI) demam berdarah dengue antara sebelum dan sesudah penanggulangan fokus dengan p value (0,000) <α (0,005). Kesimpulan dalam penelitian ini adalah penanggulangan fokus dapat meningkatkan Angka Bebas Jentik khususnya House Index (HI) demam berdarah dengue di KPR Asabri I Tawanganom Indah RW.5 Kelurahan Tawanganom Kecamatan Magetan Kabupaten Magetan. Kata Kunci : House Index, Penanggulangan Fokus DBD.

scholarly journals El liderazgo inclusivo como estrategia para evitar el abandono escolar: opinión de las familias

2020 ◽  
Vol 38 (2 Jul-Oct) ◽  
pp. 45-66
Author(s):  
Emilio Crisol Moya ◽  
Mª Asunción Romero López
Keyword(s):  
Inclusive Education ◽  
Compulsory Education ◽  
Management Teams ◽  
School Level ◽  
Cross Sectional ◽  
Ex Post ◽  
Early School ◽  
Inclusive Schools ◽  
Ex Post Facto ◽  
Key Factor

Hablar de inclusión a nivel de centro inevitablemente lleva consigo hablar de una relación activa y positiva entre familia y escuela. En esta línea, se ha constatado la importancia de la participación de las familias en los centros escolares y su consecuente mejora en el rendimiento académico del alumnado; considerándose un factor clave en la prevención del abandono escolar. Este artículo se centra en determinar la perspectiva de las familias respecto al liderazgo inclusivo desarrollado por los equipos directivos, tales como los procesos de apertura hacia la comunidad y acciones que promuevan la participación, cooperación y reflexión hacia la diversidad en pro de un aprendizaje para todos. Se trata de una investigación cuantitativa de carácter descriptivo; la muestra estuvo compuesta por familiares de alumnos (N = 150). Utilizamos como herramienta el cuestionario: “Liderando la Educación Inclusiva” (LEI-Q). Los resultados muestran que las familias consideran que sus equipos directivos han implantado “sustancialmente” la mayor parte de las acciones que contribuyen a que sus centros sean inclusivos, promoviendo estrategias que reduzcan el abandono escolar. De esta manera se hace notable la necesidad de involucrar a las familias, para garantizar el éxito educativo y estimular a finalizar los estudios obligatorios y a continuar con una formación posterior. Talking about inclusion at a school level inevitably “involves an active and positive relationship between families and schools” (Simón, Giné y Echeita, 2016, p. 26). Along these lines, the importance of family participation in schools has been reported to lead to improvements in students’ academic performance, which, in turn, stands out as a key factor in the prevention of early school leaving. This article aims to determine the views of families on inclusive leadership measures developed by management teams, such as (i) opening the center to the community and the environment; and (ii) actions to encourage participation, address diversity, and prevent and manage conflict in centers so that learning can be for everybody. This is a descriptive quantitative investigation. In this sense, our sample is composed of students’ relatives (N = 150), who were asked to complete the questionnaire “Leading Inclusive Education” (LEI-Q) (León et al., 2016). This research is an ex post-facto cross-sectional investigation of a descriptive nature. The results obtained indicate that families perceive the efforts made by school management teams to foster inclusive schools, which, in turn, promotes strategies that reduce school dropout. In this way, it is essential to involve families in order to guarantee educational success and stimulate students’ completion of compulsory education and to continue their further training.

scholarly journals The Digital Gender Gap in Teacher Education: The TPACK Framework for the 21st Century

2021 ◽  
Vol 11 (4) ◽  
pp. 1333-1349
Author(s):  
Isabel María Gómez-Trigueros ◽  
Cristina Yáñez de Aldecoa
Keyword(s):  
Teacher Education ◽  
Gender Gap ◽  
Initial Teacher Education ◽  
Self Perception ◽  
Digital Competence ◽  
Trainee Teachers ◽  
Teaching Competence ◽  
Ict Tools ◽  
Spanish Universities ◽  
University Classrooms

The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

Sign in / Sign up

Export Citation Format

Share Document