Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: an a
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Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: an analysis with ANOVA Francisco D. Guillén-Gámez 1 & Mª José Mayorga-Fernández 2 Received: 4 January 2020 / Accepted: 12 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Currently, the figure of the teacher is a key element to train students in the use of new information and communication technologies (ICT), which will positively influence the entire teaching-learning process. Therefore, it is an indispensable requirement in the initial training of the teacher the development of the digital teaching competence, understanding this construct as the set of knowledge, use and attitudes towards digital technologies. However, in the initial teacher training, the development of digital teaching competence may vary depending on the educational stage in which they carry out their teaching. For this work, the level of development of digital teaching competence of university teaching staff of the Faculty of Education, graduates of education, and students (future teacher of primary and child education) has been taken into consideration. Therefore, in this work we have tried: (1) to analyse the level of competence of the teachers regarding to three components which structure the term digital teaching competence; and (2) to compare the level of competence between the different types of teachers in each of the dimensions that make up the term digital teaching competence. For this purpose, an ex post facto investigation has been carried out with 715 participants, using one-way ANOVA technique by multiple comparisons. The results show that there are significant differences in attitudes towards digital technologies among students and graduates with respect to the university teaching staff. In relation to the knowledge and use dimensions, there are no differences between graduates and university teaching staff, but there are differences between both groups with the students. Keywords Digital teaching competence . Digital technologies . ICT . University teaching
staff . Students . Graduates
* Francisco D. Guillén-Gámez [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction In the last decade, there has been an increased growth in the number of new technologies in the field of education. In particular, numerous innovations that improve teaching-learning processes have been introduced (Bugawa and Mirzal 2018), that address the different learning needs of individual students (Skryabin et al. 2015). When discussing the teaching of digital teaching competence, three important stakeholders must be considered: (1) future teachers or undergraduate students; (2) current teachers or graduates; (3) and university teaching staff. All of these individuals must be prepared to provide their future students with learning opportunities that are supported by ICT (Peciuliauskiene and Barkauskaite 2007; Muñoz-
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