The Degree of school Principals Acquiring of educational technology competencies and its relation to teacher application of education technology from teachers point of view: درجة امتلاك مديري المدارس لكفايات تكنولوجيا التعليم وعلاقته بمستوى توظيف المعلمين لتكنولوجيا التعليم من وجهة نظر المعلمين

This study aimed to identify the degree of school principals acquiring of educational technology competencies and its relation to teacher implementation of education technology from teachers point of view, the study used the descriptive analysis correlative approach, two questionnaires were development first one consisted from (20) paragraph, to determine the school principals acquiring of educational technology competences, the second also consisted from (20) paragraph to determine the teacher implementation of education technology , the sample of study consisted from (340) female and male teacher. However, the finding of study showed that the school principals acquiring of educational technology competencies from teacher point of view was average and the teacher implementation of education technology from teacher point of view was also average, the finding also showed there was a statistically significant relationship between the school principals acquiring of educational technology and teacher implementation of them at the level of (α ≤ 0.05). In addition, the finding showed there weren’t any significant relation in the degree of school principals acquiring of educational technology competencies from teacher point of view refers to variable of teacher's sex. Furthermore, there were significant differences at (α ≤ 0.05) according to teacher qualification for higher education.

Does Information Technology Competencies and Fleet Management Practices lead to Effective Service Delivery? Empirical Evidence from E- Commerce Industry

Competency Model requires knowledge, skills, and abilities needed for fleet and distribution management for ecommerce industry to maintain successful movement of materials between parties within their supply chain to achieve high levels of reliability and cost-efficiency. This research aims to investigate the relationship and impact of information technology competencies and fleet management practices to achieve effective service delivery. A quantitative approach used to examine the model validation. The methodology of this research follow the descriptive correlational design. A real data records used to collect empirical from e-Commerce industry. Results of analysis proved the relationship and impact of information technology competencies and fleet management practices to achieve effective service delivery, as a result of analyzing the data the hypotheses. Some recommendations regarding information technology competencies and its dimensions should be enhanced, also, incorporating the latest innovations to facilitate fleet management.

Finding Spaces: Teacher Education Technology Competencies (TETCs)

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions.

Development and validation of core technology competencies for systems librarian

Purpose This study aimed to develop and validate a list of core technology competencies for systems librarian in Pakistan. Design/methodology/approach Survey method was used to conduct this investigation. A structured questionnaire, consisting of 52 competency statements categorized into six core technology areas, was developed based on an extensive literature review, experts’ scrutiny and pilot testing. The administration of the survey questionnaire was done though online environments such as related listservs and Facebook pages. The received 62 responses were imported into statistical package for social sciences and analyzed by computing means, standard deviations, Pearson correlation and t-test. Findings The results indicated six core technology areas where competencies of systems librarians needed to be developed, namely, basic computing, programming and Web publishing, computer networks, cloud computing, database management systems and information systems. The respondents validated 50 statements with an average mean score more than three. Only two statements received mean scores less than three. The results also indicated higher consistency of these statements as the value of Cronbach’s alpha was 0.973. Research limitations/implications This research attempted to identify and validate core technology competencies needed for systems librarians in Pakistan. It neither attempted to determine the weightage each competency should have if it was to be included in curriculum nor it intended to identify a detailed content for each core technology competency. In Pakistan, System librarians develop their knowledge and skills with the specialized computer subject by studying on their own, attending training workshops and on job experience. It is therefore worth mentioning here that the knowledge of the needed competencies may be limited. Practical implications Library and information science schools need to consider these competencies in developing and designing information curriculum with regard to management of library systems. This set of competencies help academicians in designing need-based curricula and training programs for existing and prospect system librarians in Pakistan. Originality/value This study would be a worthwhile contribution to the literature on competencies of information professionals especially systems librarians as no such study appeared providing pragmatic, evidenced and field-based insights toward proposed research area.

Public Relations Professionals’ Communication Strategies in Responding the COVID-19 Pandemic Based on Gender

Many studies have examined crisis management in various business sectors. However, COVID-19 has presented unique and interesting challenges. Using an online survey (n = 224 participants) and in-depth interviews, profiling public relations professionals’ communication strategies in responding to the COVID-19 pandemic based on gender was investigated. The findings reveal that male and female public relations practitioners have specific understandings of the COVID-19 pandemic, ways in facing the crisis, and differing public relations activities during the pandemic. They regard this pandemic as a challenge to be adoptive, innovative, and creative, enhance technology competencies, and build relationships with publics by providing up to date information. Female public relations practitioners use social media more than males and give more attention to communication programs dealing with customers, while male counterparts focus on capturing the market by strengthening the organization’s image and reputation through publicity in conventional media.

DETERMINATION OF THE EDUCATION TECHNOLOGY COMPETENCIES OF SPECIAL EDUCATION TEACHERS

The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0778/a.php" alt="Hit counter" /></p>