Search results for: Digital literacy
Page 1/2 15 items
Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice
Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness. This study extends the DNAS validation discussion with data from 178 participants in three teacher preparation programs in the United States. Confirmatory factor analysis results indicate the data fully fit neither Teo’s validated 21-item, 4-factor model, nor a theorized 30-item, 4-factor model. Further analyses showed the DNAS may not address the factors of digital nativeness. Discussion contributes dialog to the ongoing and growing critique of the construct. Future research within educational technology and beyond should focus on alternative conceptualizations of contemporary learners and educators.
Updated: Aug. 03, 2022
In this research, teacher education and competencies are examined in the transition to the digital transformation process in Northern Cyprus. In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced. It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research. In the literature review, although the number of studies of Northern Cyprus in measuring the digital competence of teachers/teacher candidates’ is remarkable, it has been determined that there are not enough with respect to the importance of the subject. Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
Updated: Jun. 27, 2022
Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education
The objective of this work was to take a close look at the profile of the digital competence of pre-service early childhood and primary school teachers. To this end, 200 students from Education degrees participated in filling out the Perceptions Questionnaire on Digital Competence. The results show that future teachers present a medium level of digital competence and have some difficulties with the dimension related to the creation of content. Also, results show how over the years, and sometimes over the courses, the dimensions of teaching digital competence improve significantly. No significant differences were found regarding type of university and gender. These results have important implications for curriculum design and teacher training regarding digital competence development in pre-service teachers.
Updated: May. 14, 2022
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ Technologica-lPedagogical-Content-Knowledge (TPACK).
Updated: Oct. 12, 2021
This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.
Updated: Mar. 17, 2021
The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A non-experimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, the authors highlight that these learners self-evaluate their attitude towards Information and Communication Technologies (ICT) as favourable, their handling of them as moderate and their knowledge of them as scarce. It became clear that they do not have a level of digital competence suitable for being called ‘digital natives’, nor sufficient ability to use ICT in their academic life or in their professional future.
Updated: Nov. 27, 2020
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
Digital Storytelling as Racial Justice: Digital Hopes for Deconstructing Whiteness in Teacher Education
This study examines the utilization of digital storytelling by teacher educators of color to pedagogically deconstruct Whiteness in a predominately White, urban-focused teacher education course. The authors argue that digital storytelling is a racially just way of having White teacher candidates self-reflect on their own Whiteness in a multitude of ways. The authors found four ways in which White teacher candidates can reflect on their own Whiteness: (a) ending emotional distancing, (b) debunking colorblindness, (c) engaging emotions, and (d) sharing the burden of race.
Updated: Nov. 08, 2018
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
This paper examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. They found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills.
Updated: Aug. 13, 2017
A Case Study Exploring the Use of Garageband™ and an Electronic Bulletin Board in Preservice Music Education
This study was designed to examine whether the integration of digital learning technologies in teacher education programs enhances a larger educational mission to foster preservice teachers’ understanding of music and digital literacy. The findings reveal that the majority of participating preservice teachers subscribed to an understanding of music literacy based upon traditional values of developing students’ notation skills. Although a framework for learning was in place, the process was designed as organic, developing with each exchange of musical selections and accompanying reviews and responses. For those accustomed to teacher-centered instruction, this created a measure of initial anxiety.
Updated: Dec. 17, 2014