scholarly journals Evaluation of the teachers’ digital competences in primary and secondary education in Portugal with DigCompEdu CheckIn in pandemic times

2021 ◽  
Vol 43 ◽  
pp. e56383
Author(s):  
Sara Dias-Trindade ◽  
José Ant´ónio Moreira ◽  
António Gomes Ferreira
Keyword(s):  
Secondary Education ◽  
Methodological Approach ◽  
Three Dimensions ◽  
Digital Competence ◽  
Self Assessment ◽  
Online Technologies ◽  
Primary And Secondary Education ◽  
Mainland Portugal ◽  
Proficiency Level ◽  
Digital Skills

The current pandemic crisis the world is living in has brought new and emerging challenges to teachers, making it essential to acquire digital skills, especially in virtual learning environments and online technologies. In this sense, from the DigCompEdu CheckIn self-assessment questionnaire, validated for the Portuguese population by Dias-Trindade, Moreira, and Nunes (2019), the research presented in this paper aims to identify the most fragile and robust areas of digital skills of primary and secondary education (ISCED) perceived by teachers in Portugal. The quantitative methodological approach emphasizes teachers' perception of their digital skills in three dimensions: teachers’ professional competences, teachers’ pedagogical competences and students' competences and involved 434 teachers from mainland Portugal and the Autonomous Regions. The results allow us to conclude that teachers have an overall moderate level of digital proficiency – level B1 - Integrators – and the dimensions pedagogical competences and students’ competences are those where teachers have more weaknesses than in other levels. From a panorama observed before the onset of the COVID-19 pandemic, it is possible to understand their needs regarding work that involves digital technologies at different moments in the teaching activity. The results thus, show the need for teachers to increase their level of digital competence through specific training and the importance of developing public policies that prepare teachers for a more digital school.

scholarly journals Student Self-Assessment in Primary and Secondary Education in Greece and Internationally

2019 ◽  
Vol 6 (1) ◽  
pp. 50
Author(s):  
Anastasia Papanthymou ◽  
Maria Darra
Keyword(s):  
Secondary Education ◽  
Primary Education ◽  
Peer Assessment ◽  
Empirical Studies ◽  
Primary Students ◽  
Human Model ◽  
Self Assessment ◽  
Positive Effects ◽  
Primary And Secondary Education ◽  
The Social

<em>The present study is a review of 36 empirical studies in Primary and Secondary Education, in Greece and internationally and aims at investigating: a) the benefits of student self-assessment, b) the contribution of self-assessment to the development of students’ skills to accurately self-assess. Moreover, this study presents the factors that affect student self-assessment ability. According to the main findings, self-assessment has been investigated more in Secondary Education. Furthermore, self-assessment has positive effects mainly on performance and learning in both secondary and primary students. Self-assessment ability and the factors that influence this ability have mainly investigated on Secondary Education with clearer and more positive findings, whereas there is a lack of research in Primary Education. In Greece, it was found only one study in Secondary Education that examines the issue of self-assessment ability with positive conclusions for students. Factors that contribute to the accuracy of student self-assessment in Secondary Education are the use of a video-based modeling examples, the observation of a human model engaging in self-assessment by students, the use of scripts and the training of students in self- and peer-assessment, whereas in Primary Education the social status, training and guidance in self-assessment and the entrance examinations affect self-assessment ability. </em>

scholarly journals Education for Sustainable Development: The Impact of the Values in Mobile Phone Addiction

2021 ◽  
Vol 13 (3) ◽  
pp. 1479
Author(s):  
Gladys Merma-Molina ◽  
Diego Gavilán-Martín ◽  
Juan-Francisco Álvarez-Herrero
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Mobile Phone ◽  
Study Design ◽  
Social Values ◽  
Digital Competence ◽  
Primary And Secondary Education ◽  
Mobile Phone Addiction ◽  
Key Competences ◽  
The Impact

The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. The study design was predictive correlational. The sample consisted of 1453 students of primary and secondary education (61.3% women; 38.7% men). The findings have shown a significant correlation between the values taught in schools and mobile phone addiction. It is concluded that the greater the formation of values, the less the mobile addiction. These correlations are especially significant regarding social values such as solidarity, inclusion, and justice, and personal values such as enthusiasm, patience, impartiality, openness of ideas, honesty, and balance. Likewise, there are significant differences depending on the educational stage; the younger the age, the less the mobile addiction.

scholarly journals Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain

2021 ◽  
Author(s):  
José Manuel García-Vandewalle García ◽  
Marina García-Carmona ◽  
Juan Manuel Trujillo Torres ◽  
Pablo Moya Fernández
Keyword(s):  
Academic Failure ◽  
Digital Competence ◽  
Self Assessment ◽  
Postgraduate Students ◽  
Northwest Africa ◽  
Teacher Trainees ◽  
Digital Skills ◽  
Analyse Data ◽  
Faculty Of Education ◽  
Do So

AbstractThe Spanish autonomous city of Melilla, located in northwest Africa, has one of the highest academic failure and abandonment rates in Europe. An effective way to improve this situation would be to improve students’ digital competence. In order to do so, teachers must have competent digital skills themselves and also be able to teach them. To determine teachers’ level of digital competence, the Spanish adaptation of the European Framework for Digital Competence of Educators was used to analyse the self-assessment responses of teachers in training at the Faculty of Education and Sport Sciences in Melilla, Spain. Several quantitative techniques were used to analyse data collected from a questionnaire based on the items in the framework. Indicators were given to each competence using a factor analysis to contrast differences between undergraduate and postgraduate students. Correlations between some of the students’ characteristics and the competences were estimated using OLS. The results show students’ self-assessment level of digital competence in different areas and differences between the bachelor’s and master’s programmes. Digital competence gaps were also detected in teacher training, especially in security. The conclusions highlight the need to improve digital security and facilitate a higher level of digital skills in line with the framework. Indeed, more hours of training in digital competence are required while taking into account the educational context and the technological, pedagogical and content knowledge needed to teach. Equally, the same skills must be developed by educators in order for them to transmit digital competence to their students and support them in educational centres.

scholarly journals Digital competence learning in secondary adult education in Finland and Poland

2019 ◽  
Vol 6 (2) ◽  
pp. 22-32
Author(s):  
Ewa Duda ◽  
Krzysztof Dziurzyński
Keyword(s):  
Adult Education ◽  
Secondary Education ◽  
Adult Learners ◽  
Labour Market ◽  
Learning Process ◽  
Approaches To Teaching ◽  
Digital Competence ◽  
Digital Skills ◽  
Teaching Learning

Nowadays, the digital competence is becoming as important as literacy and numeracy skills. For children and youths these competences seem to be natural and the role of teacher is to direct students in their learning and to develop cognitive curiosity. For adults, the learning process is different. It is not only developing of digital skills but sometimes even grassroots teaching. The article presents a two different approaches to teaching/learning process provided in the field of secondary education - Finnish and Polish systems. Documents containing curricula, school programmes and course grids were analysed. Both systems have been assessed in terms of their relevance to adult learners. The main discoveries and the key conclusions indicate that the Polish system does not adapt to the real needs of adult learners and the changing needs of the labour market.

scholarly journals A digital proficiency level analysis of high school teachers from state public schools in Palmas - TO

2020 ◽  
Vol 6 (1) ◽  
pp. a10en
Author(s):  
Ivete Antunes Corrêa ◽  
Suzana Gilioli da Costa Nunes ◽  
Sara Dias-Trindade
Keyword(s):  
Public Schools ◽  
High School Teachers ◽  
Public High Schools ◽  
Digital Competence ◽  
Self Assessment ◽  
Proficiency Level ◽  
Data Collection Instrument ◽  
Competence Framework ◽  
The City ◽  
The Eu

This work aimed to analyze the digital proficiency level of teachers who teach in state public high schools in the city of Palmas-TO. This investigation was based on a survey application through the google forms platform, having as a data collection instrument a self-assessment based on the DigCompEdu - Digital Competence Framework for Educators questionnaire, developed by the EU Science Hub (Service of Science and Knowledge of the European Commission), with adjustments and validation for the Brazilian reality. After the analysis, it was found that most of the 182 teachers are at the B1-Integrator level, a level considered as moderate.  

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

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