The Perception of Teachers’ Digital Competence of Preservice Pre-Primary and Primary Education Teachers. The Influence of Degree and Entrance Path

2021 ◽  
Vol 16 (1) ◽  
pp. 100-106
Author(s):  
Cristina Mercader ◽  
Joaquin Gairin
Keyword(s):  
Primary Education ◽  
Digital Competence

scholarly journals USING ELECTRONIC TEXTBOOKS IN PRIMARY EDUCATION: STUDENTS-PROSPECTIVE PRIMARY TEACHERS' VIEWS

2019 ◽  
Vol 34 (2) ◽  
pp. 467-473
Author(s):  
Lyubka Aleksieva
Keyword(s):  
Primary Education ◽  
Prospective Teachers ◽  
Online Survey ◽  
Preschool Education ◽  
Primary Teachers ◽  
Successful Implementation ◽  
Digital Competence ◽  
Electronic Textbooks ◽  
Teaching Aids ◽  
Prospective Primary Teachers

Bulgaria is now in а process of major changes and reforms in the field of education that involve the implementation of various strategies and regulations. Updating the curricula for school and preschool education has led to the development of new textbooks and teaching aids. Primary and middle school textbooks sets for all subjects were replaced with new ones complemented by their compulsory electronic versions. These e-versions are not only covering the topics and content of the printed versions of the textbooks, but include additional e-resources. Some research of the new textbooks contents has already been done by authors such as Kirova (Kirova, 2018; Kирова, 2018). She compares different components of the curriculum content and the way they are developed in the mathematics textbooks, but the components of the adjunct electronic textbooks (e-textbooks) are not yet analysed. Their examination is necessary for teachers’ practice as well as for the preparation of prospective primary teachers for using e-textbooks in the classroom. No special training for working with e-textbooks is provided in prospective teachers’ current university preparation. However, digital competence is one of the key competences which are developed in primary education programs in Faculty of Educational Studies and the Arts (FESA), Sofia University, Bulgaria. Although it is generally acknowledged that students use digital devices very often and their skills are sufficient for blended learning (Цанев, 2018), yet it is not clear if students’ digital competencies are sufficient for using e-textbooks. Furthermore, there is a gap in the literature about students’ views and attitudes towards working with e-textbooks. Along with their competencies, students’ attitudes are important for successful implementation of e-textbooks in their teaching. Therefore, Sofia University Scientific Research Fund funded project №80-10-170/2019 "Practical aspects of students-prospective primary teachers’ preparation for working with electronic resources" whose main objectives include exploration of the views, preparation and readiness of students-prospective primary teachers about the usage of e-textbooks in primary education. As a part of the project, this study analyses students’ views in terms of necessity of using e-textbooks, their benefits and the requirements that e-textbooks have to meet in order to be used effectively in primary education.Data include an online survey which was conducted during the summer term of academic year 2018-2019 and was completed by 166 students-prospective primary teachers from bachelor and master degree programs at FESA (SU), Bulgaria. The results revealed that the surveyed students generally have positive views about the usage of e-textbooks in education and are well aware of their advantages. They recognized their potential to better visualise learning content and save teachers time. The content that e-textbooks should include and the requirements that e-textbooks have to meet in order to be effectively used in the classroom are also discussed in the paper.

scholarly journals Micro: Bit as a Tool for Improvement of Education

2021 ◽  
Vol 7 (2) ◽  
pp. 14-19
Author(s):  
Dragana Stanojević ◽  
Aleksandra Rosić ◽  
Branislav Ranđelović ◽  
Željko Stanković
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Primary Education ◽  
New Technologies ◽  
Technical Education ◽  
Digital Competence ◽  
Teaching Process ◽  
Process Use ◽  
Professional Challenges ◽  
The Uk

Technical education and Computer science education is easier to understand and more meaningful to learn using new teaching materials. This paper describes the use of miniature Micro: bit computers, developed by the British company BBC, in cooperation with several technology companies, with a purpose to increase the number of technologically educated people. Paper presents possible use of Micro: bit in teaching technical and informatics education and its impact on the development of digital competence. Micro: bit is already used in schools in the UK and part of teachers in Serbia had the opportunity to get acquainted with characteristics of this device. It is shown how students can try out the programming in the Microsoft Block Editor. Another benefit of this mini-computer is getting to know the basics of robotics. The curriculum in primary education enables the use of such tools in teaching process. Use of this tool and others, similar to it, in work with students, creates the atmosphere in school that is oriented towards new technologies. The simplicity of this mini-computer allows the student to become familiar with different professional challenges that can help them with choosing a future profession.

scholarly journals Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Francisco D. Guillen-Gamez ◽  
Maria J. Mayorga-Fernández ◽  
Jose A. Contreras-Rosado
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Factorial Invariance ◽  
Teaching Staff ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Childhood Education ◽  
Online Tutorials ◽  
Educación Primaria

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19.  El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

scholarly journals Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 129-150
Author(s):  
Álvaro Pérez García ◽  
Alba María Hernández-Sánchez
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Educational Programme ◽  
First Year ◽  
Digital Competence ◽  
Standards Compliance ◽  
Common Framework ◽  
E Learning ◽  
Educación Primaria ◽  
Competencia Digital

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada.  METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance.  DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

scholarly journals Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Isabel María Gómez-Trigueros ◽  
Santiago Ponsoda López de Atalaya ◽  
Rocío Díez Ros
Keyword(s):  
Primary Education ◽  
Experimental Methodology ◽  
Teaching Staff ◽  
Teaching Skills ◽  
Positive Perception ◽  
Digital Competence ◽  
University Teachers ◽  
Teaching Competence ◽  
Education Degree ◽  
The University

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

scholarly journals Model of adaptive management of formation of digital competence basics of primary school students

2021 ◽  
pp. 24-28
Author(s):  
Katerina Kotelevets
Keyword(s):  
Adaptive Management ◽  
Primary Education ◽  
Main Task ◽  
Primary School Students ◽  
Digital Competence ◽  
School Students ◽  
Modeling Process ◽  
Four Blocks ◽  
Key Aspects ◽  
Theoretical Foundations

The study is devoted to the issues of modeling the processes of adaptive management of the formation of digital competence of students in the process of obtaining primary education. The key aspects of the theoretical foundations of management of socio-pedagogical systems are revealed. Especially, the principles and approaches to management in general and adaptive in particular are described. It is described, that the essence of management of social and pedagogical systems consists in purposeful influences on the managed subsystem for its ordering. It is determined, that the main task of such management is to ensure the purposefulness, consistency of operation and development of the managed subsystem. The essence of adaptive management is specified, which, taking into account the main characteristics of classical management, is based on the processes of dialogic adaptation of managed and managing subsystems. The characteristics of the key definitions of the research are described, and the structure of the model of adaptive management of the process of formation of digital competence of students in the process of obtaining primary education is presented. The model consists of interconnected structural components, which together give an idea of the process of forming digital competence of students to ensure the success of their lives. The model was built on the basis of system and activity approaches using certain stages of the modeling process. The essence of four blocks of the model is described: target, theoretical, content-technological; and final-reflexive. It is noted, that the pedagogy of partnership is a key component of the formula of the New Ukrainian School and a component of the built model of adaptive management of the formation of digital competence of students in the process of obtaining primary education

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