PT AU BA BE GP AF BF CA TI SO SE BS LA DT CT CY CL SP HO DE ID AB C1 RP EM RI OI FU FX CR NR TC Z9 U1 U2 PU PI PA SN EI BN J9 JI PD PY VL IS PN SU SI MA BP EP AR DI D2 EA PG WC SC GA UT PM OA HC HP DA J "Gilioli, S; Melo, IB; Dias-Trindade, S" "Gilioli, Suzana; Melo, Igor Barbosa; Dias-Trindade, Sara" Assessment of teacher digital proficiency level: a study in the state of Tocantins REVISTA EDUCAONLINE The potential of Digital Technologies has brought new and exciting challenges for schools and teachers, making it essential to acquire digital skills that enable them to effectively use those technologies. This article presents the DigCompEdu CheckIn questionnaire, prepared by the Joint Research Centre (European Union), which allows teachers of all levels of education to carry out a comprehensive self-assessment of their digital competences, including professional, pedagogical and others that also seek students' digital competencies. This text presents and describes the project which, through a quantitative, exploratory and descriptive methodology, aims to analyse the level of teachers' proficiency in digital technologies in the state of Tocantins, based on the model of this questionnaire validated for the Portuguese population (DIAS-TRINDADE, MOREIRA, NUNES, 2019), seeking to understand the level of digital competences of State teachers and, from that point on, to contribute to stimulating institutions to develop ecosystems that contribute to the improvement of teaching and learning processes. 1983-2664 SEP-DEC 2019 13 3 113 138 WOS:000484385700007 J "Olofsson, AD; Fransson, G; Lindberg, JO" "Olofsson, A. D.; Fransson, G.; Lindberg, J. O." A study of the use of digital technology and its conditions with a view to understanding what 'adequate digital competence' may mean in a national policy initiative EDUCATIONAL STUDIES In Sweden, adequate digital competence has been put in the spotlight due to the Swedish 2017 national strategy for the digitalisation of the K-12 school system. Based on both policy and practice, the aim is to explore teachers' enacted digital competence in three upper secondary schools in Sweden and thereby provide an empirical account of what the notion 'adequate' means in practice. The data consists of interviews with teachers and classroom observations. At an aggregated analytical level, the results are presented as four narrative sub-case descriptions. It is concluded that teachers' adequate digital competence is flexible in meaning, determined by local contextual conditions and enacted in activities and decisions that are based on the teachers' own value frameworks. The understanding of 'adequate' in this study does not appear to be clarified in the formulations used in the national strategy. Lindberg, J Ola/Z-1447-2019 Lindberg, J Ola/0000-0002-0941-9364 0305-5698 1465-3400 10.1080/03055698.2019.1651694 AUG 2019 WOS:000481124500001 J Tomczyk, L Tomczyk, Lukasz What Do Teachers Know About Digital Safety? COMPUTERS IN THE SCHOOLS The research objective was to determine the level of digital literacy (DL) among teachers. The scope of DL was narrowed to the issue of the safe use of electronic media. The research was conducted using a competency test and diagnostic survey. The following aspects of DL were measured: awareness of the mechanisms of communication with other Internet users and any threats resulting thereof, understanding what sexting is and what is meant by invasion of privacy, knowledge about copyright, ability to verify the credibility of information available online (the least developed area of DL), awareness of cyberbullying and the prevention thereof (the most developed DL skill), and the security of online financial operations. The study was conducted in the second half of 2016 in Poland and was commissioned by the Ministry of National Education responsible for the Bezpieczna+ (Safe+) project. The survey was carried out among 421 lower-secondary school teachers (covering three grades for children aged 12/13 to 15/16) from all over the country. The research results can be generalized at alpha = 0.95 level. The teachers surveyed showed different levels of DL. The teachers of technical subjects (including ICT) obtained the best results, whereas natural science teachers scored the lowest. Age was not a determinant of ICT expertise. A low level of DL and safety skills prevailed in the group of teachers who recently began their career in education (trainees). The group of beginner teachers in particular should be given educational support. This research also breaks the stereotype that young teachers have much more advanced DL than older teachers. Tomczyk, Lukasz/0000-0002-5652-1433 0738-0569 1528-7033 jul/03 2019 36 3 167 187 10.1080/07380569.2019.1642728 AUG 2019 WOS:000480653500001 J "Fernandez-Batanero, JM; Cabero, J; Lopez, E" "Maria Fernandez-Batanero, Jose; Cabero, Julio; Lopez, Eloy" Knowledge and degree of training of primary education teachers in relation to ICT taught to students with disabilities BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities. "Meneses, Eloy/G-1307-2011; Fernandez-Batanero, Jose M./G-7119-2014" "Meneses, Eloy/0000-0003-0741-5367; Fernandez-Batanero, Jose M./0000-0003-4097-5382" 0007-1013 1467-8535 JUL 2019 50 4 SI 1961 1978 10.1111/bjet.12675 WOS:000478642900030 J "Garcia-Martin, S; Canton-Mayo, I" "Garcia-Martin, Sheila; Canton-Mayo, Isabel" Teachers 3.0: Patterns of Use of Five Digital Tools DIGITAL EDUCATION REVIEW "Nowadays, improvements in teaching are closely related to the use of technologies which have been defined as unprecedented educational tools. This study analyzes the use that 118 Spanish teachers make of five digital tools; Google, Wikis, Blogs, YouTube and WhatsApp in the educational center and the impact of the socio-labor variables of these teachers on the greater or lesser use of digital tools for teaching and evaluation. To this end, a questionnaire is designed and validated, in both its versions, printed and online, and two types of analysis are carried out, one descriptive and the other multivariate, using General Linear Model. The results show different patterns in the use of digital tools by teachers according to their age, gender, professional experience, type of school and performance of academic positions. The implications of these results are discussed and evaluated." 2013-9144 JUN 2019 35 202 215 WOS:000472763300013 J "Stojsic, I; Ivkov-Dzigurski, A; Maricic, O" "Stojsic, Ivan; Ivkov-Dzigurski, Andelija; Maricic, Olja" The Readiness of Geography Teachers to use Mobile devices in the Context of Immersive Technologies Integration into the Teaching Process GEOGRAPHICA PANNONICA The rapid development of immersive technologies has opened up the possibilities for using augmented, mixed, and virtual reality in education. The theoretical part of this paper included a literature review of previous studies dealing with the use of augmented and virtual reality in geography teaching and learning. However, a question raised regarding the readiness of geography teachers to integrate mobile devices and use the advantages of immersive technologies in practice. Based on their digital competences and readiness to use mobile devices and other information and communication technologies in the teaching process four groups of geography teachers can be separated using cluster analysis. The clusters are: 1) Confident and innovative, 2) Traditional approach, 3) Optimistic but low-digitally skilled, and 4) Pessimistic but digitally skilled teachers. Teachers (particularly those in the first cluster) highly assessed the possibilities of using immersive technologies in practice (especially with the physical and regional geography teaching contents). Stojsic, Ivan/V-1611-2019 Stojsic, Ivan/0000-0003-3671-1624 0354-8724 1820-7138 JUN 2019 23 2 122 134 10.5937/gp23-20762 WOS:000472763600005 J "Zahorec, J; Haskova, A; Munk, M" "Zahorec, Jan; Haskova, Alena; Munk, Michal" Teachers' Professional Digital Literacy Skills and Their Upgrade EUROPEAN JOURNAL OF CONTEMPORARY EDUCATION In the paper there are presented results of a research inquiry of current state and perspectives of primary and lower level of secondary school teachers' professional development (ISCED1 - ISCED3) in Slovakia with a focus on improvement and further development of their didactic technological competences. In frame of the presented reseach significance of the use of the digital means and various interactive educational activities in teaching processes to increase the efficiency of education was assessed. This significance was assessed from the point of view of different aspects of the education process. Analysis of the specified aspects of the teaching process, from the point of view of which the contribution of the use of the digital means in teaching processes, was done on the baises of a screening of teachers' opinions, in dependance on the segmentation factors sub-category of the teaching staff and length of teaching practice of the teacher. 2304-9650 2305-6746 JUN 2019 8 2 378 393 10.13187/ejced.2019.2.378 WOS:000471936000011 J "Belmonte, JL; Sanchez, SP; Cabrera, AF" "Lopez Belmonte, Jesus; Pozo Sanchez, Santiago; Fuentes Cabrera, Arturo" Analysis of electronic leadership and digital competence of teachers of educational cooperatives in Andalucia (Spain) REMIE-MULTIDISCIPLINARY JOURNAL OF EDUCATIONAL RESEARCH The irruption of information and communication technologies (ICT) in education is a present reality, so it is essential that teachers have an adequate level of digital competence in order to deploy innovative praxis in their work as teacher. A relevant aspect is the exercise of continuous training in technological matters that is carried out to improve their digital skills. In all this plays an important role the phenomenon of technological leadership that allows a dynamic and influence of professionals towards training, inclusion and application of innovative resources in learning spaces. The objective of this work was to know the incidence of the technological leadership of the teachers of the teaching cooperatives of Andalusia (Spain). For this, a descriptive and correlational quantitative methodology was applied, using as a data collection instrument a questionnaire in a sample of 428 teachers. Among the results, training deficiencies found in ICT, competence inequalities both in the areas of teaching digital skills and qualities to deploy technological leadership, which leads to a shortage of e-leaders. The teachers reveal that they make a combined use (face-to-face and innovative) at the methodological level. Finally, differences were found between the sexes, both in the variables taken in the leadership and in the different areas that articulate the digital competence. 2014-2862 JUN 2019 9 2 194 223 10.4471/remie.2019.4149 WOS:000471848200004 J "Moreira-Fontan, E; Garcia-Senoran, M; Conde-Rodriguez, A; Gonzalez, A" "Moreira-Fontan, Eva; Garcia-Senoran, Mar; Conde-Rodriguez, Angeles; Gonzalez, Antonio" Teachers' ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement COMPUTERS & EDUCATION Different variables related to information and communication technologies (ICT), such as digital self-efficacy for teaching, perceived institutional support for innovation, ICT positive emotions, and satisfaction with institutional support, are key factors in the teaching-learning process. The main purpose of this study is to analyze the structural relationships of these constructs with teachers' autonomous motivation and work engagement. Data were collected from 350 in-service secondary education teachers through a self-report questionnaire and were analyzed using a twostep Structural Equation Model (SEM) approach. After testing the adequacy of the measurement model, the structural model showed that all ICT-related variables significantly predicted autonomous motivation, with 26% of explained variance. ICT-related variables and autonomous motivation explained 69% of the variance of work engagement. Emotional variables also were predicted by digital self-efficacy and institutional support. Autonomous motivation and emotional variables mediated the effects of digital self-efficacy and support for innovation on work engagement. These results shed light on the critical role of these ICT-related variables for teachers' work motivation and engagement. Garcia-Senoran, Mar/H-1357-2019 Garcia-Senoran, Mar/0000-0002-0568-5024 0360-1315 1873-782X JUN 2019 134 63 77 10.1016/j.compedu.2019.02.007 WOS:000463303500006 J "Belmonte, JL; Sanchez, SP; Cabrera, AF; Garcia, GG" "Lopez Belmonte, Jesus; Pozo Sanchez, Santiago; Fuentes Cabrera, Arturo; Gomez Garcia, Gerardo" ANALYSIS OF THE EFFECT OF B-LEARNING TRAINING ON THE TEACHING STAFF. CASE STUDY OF A TEACHING COOPERATIVE TEXTO LIVRE-LINGUAGEM E TECNOLOGIA The implementation of ICT in schools is a reality that affects many teachers, who - unfortunately - have little competence in their management and knowledge. That is why different state and autonomous projects have focused on developing a digital competence training for these teachers in order to change this landscape. The purpose of this paper is to know the impact of the INNOVACOOP project on the teaching staff of a teaching cooperative in Ciudad Autonoma de Ceuta (Spain). The work method is experimental pretest and posttest, in which a blended learning plan on digital competence has been applied between both. The measurement of responses was carried out through the creation of an ad hoc questionnaire that dealt with the different dimensions that make up the digital competence, as well as personal and motivational factors. With the collected answers, a descriptive-correlative analysis was carried out, in which it was intended with the use of the t-student test to know significant differences between the means of both tests, as well as significant differences between the effect sizes through the d of Cohen and the biserial correlation. The results reflected a considerable improvement in the different dimensions of digital competence, as well as in the receptivity and motivation of teachers towards ICT and its use in the classroom, being clear the importance of continuing working in permanent training on technology in teachers in exercise. 1983-3652 MAY-AUG 2019 12 2 98 115 10.17851/1983-3652.12.2.98-115 WOS:000483977600007 J "Dias-Trindade, S; Moreira, JA; Nunes, CS" "Dias-Trindade, Sara; Antonio Moreira, J.; Nunes, Catarina S." SELF-EVALUATION SCALE OF TEACHERS' DIGITAL COMPETENCES. CONSTRUCTION AND VALIDATION PROCEDURES TEXTO LIVRE-LINGUAGEM E TECNOLOGIA This paper presents a study that describes the procedures for the construction of a self-assessment scale of teachers' digital competences and their psychometric qualities. After some considerations about the construct and its operationalization, the procedures of its construction were analysed, the internal consistency analysis was carried out through the calculation of the Cronbach alpha coefficient and the analysis of the construct validity (exploratory and confirmatory factorial analysis). In addition to good indicators of validity, overall, the applied measures are characterized by a good fidelity and interpretable factorial structures. "; Dias-Trindade, Sara/F-3558-2011; Nunes, Catarina/K-5110-2012" "Moreira, Jose/0000-0003-0147-0592; Dias-Trindade, Sara/0000-0002-5927-3957; Nunes, Catarina/0000-0002-8357-0994" 1983-3652 MAY-AUG 2019 12 2 152 171 10.17851/1983-3652.12.2.152-171 WOS:000483977600010 J "Walton, G; Childs, M; Jugo, G" "Walton, Geoff; Childs, Mark; Jugo, Gordana" The creation of digital artefacts as a mechanism to engage students in studying literature BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY The aim of the project was to motivate school students to learn about the national literature of their own and others' countries. Engagement was fostered via the creation of digital artefacts (or e-artefacts) such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert's constructionism and Bloom's revised taxonomy. Participatory action research put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e-artefacts in their classroom practice were gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e-artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self-efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating e-artefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e-artefacts in the curriculum, while maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff. Childs, Mark/O-1674-2014 Childs, Mark/0000-0001-6843-3951 0007-1013 1467-8535 MAY 2019 50 3 1060 1086 10.1111/bjet.12785 WOS:000465340800009 J "Xu, S; Yang, HH; MacLeod, J; Zhu, S" "Xu, Shun; Yang, Harrison H.; MacLeod, Jason; Zhu, Sha" Interpersonal communication competence and digital citizenship among pre-service teachers in China's teacher preparation programs JOURNAL OF MORAL EDUCATION "The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers' digital citizenship, which can positively enable the behavior instructors display and convey to their future students." "MacLeod, Jason/0000-0001-9606-1710; Yang, Harrison Hao/0000-0003-4836-835X" 0305-7240 1465-3877 APR 3 2019 48 2 179 198 10.1080/03057240.2018.1458605 WOS:000463712200003 J Ally, M Ally, Mohamed Competency Profile of the Digital and Online Teacher in Future Education INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future. 1492-3831 APR 2019 20 2 302 318 WOS:000466472300017 J "Serafin, C; Depesova, J; Banesz, G" "Serafin, Cestmir; Depesova, Jana; Banesz, Gabriel" UNDERSTANDING DIGITAL COMPETENCES OF TEACHERS IN CZECH REPUBLIC EUROPEAN JOURNAL OF SCIENCE AND THEOLOGY The aim of this study is to identify the importance of environment and of the users (teachers) in the development of digital literacy, including age, gender and socioeconomic status, which can be considered as important predictors of digital competences. For example, research on gender relations and access to the Internet also shows that men use digital technologies more often and participate in Internet activities in comparison to women. The aim of this study is therefore to identify factors influencing one of the educational process areas in the information society and to give insight into how these processes are influenced by predictors diversity in the context of a digital society, from the viewpoint of teachers, their thinking, skills and behaviour. 1841-0464 1842-8517 FEB 2019 15 1 125 132 WOS:000457111300012 J Cinganotto, L Cinganotto, Letizia ONLINE INTERACTION IN TEACHING AND LEARNING A FOREIGN LANGUAGE: AN ITALIAN PILOT PROJECT ON THE COMPANION VOLUME TO THE CEFR JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY The contribution focuses on online interaction as a new important dimension in the linguistic competence and repertoire of a learner, as highlighted by the Companion Volume to the CEFR. Starting from a quick overview on the theoretical framework related to the main features of the linguistic variety used in digital and multimodal environments and social networks, the paper will focus on the descriptors of online interaction presented in the Companion, referring to the initial consultation process and then to a pilot project carried out by the Italian Ministry of Education in cooperation with INDIRE, involving a school network all over Italy. Some comments from the teachers involved in the projects will be reported and discussed and in particular, an example of project carried out in one of the schools will be highlighted. As a general conclusion, experimenting the descriptors of online interaction turned out to be a very effective way to reflect and become aware of the importance of digital literacy and online communication and interaction in a foreign language, for both teachers and students. 1826-6223 1971-8829 JAN 2019 15 1 135 151 10.20368/1971-8829/1618 WOS:000468581000009 J "Dzhurylo, AP; Shparyk, OM" "Dzhurylo, Alina P.; Shparyk, Oksana M." ICT COMPETENCE FOR SECONDARY SCHOOL TEACHERS AND STUDENTS IN THE CONTEXT OF EDUCATION INFORMATIZATION: GLOBAL EXPERIENCE AND CHALLENGES FOR UKRAINE INFORMATION TECHNOLOGIES AND LEARNING TOOLS "The paper is focused on the role of ICT education as a key component in the education systems in EU, USA and Ukraine. The research results show that the use of ICT in education and training has been a priority in most European countries during the last decade. It has been determined that the possession of ICT-competency has been proclaimed an important component of successful schooling and lifelong learning, further professional development, effective management of the learning process, and the use of ICT in learning activities in a modern digital society. It has been revealed that in the European countries, the standards of ICT-competency are developed and implemented at all levels of education, the systems of mandatory monitoring and certification of ICT-competency of students, teachers and heads of general educational institutions are in operation. Results show that teachers mainly focus on the development of technical ICT skills, whereas the ICT curriculum centres on the integrated use of ICT within the learning and teaching process. Analysis of foreign experience on modern approaches to the assessment has shown that the assessment of the pupils' ICT competency in Ukraine is extremely important in the context of modern reforms, since in Ukraine standards for assessing ICT-competency are valid only within the subject ""Informatics"" at the level of secondary school, while the worldwide tendency is the end-to-end using of assessment tools for students' ICT-competency. Inference should be drawn that building digital competence by embedding and learning ICT should start as early as possible, i.e. in primary education, by learning to use digital tools critically, confidently and creatively, with attention paid to security, safety, and privacy. Teachers need to be equipped with the digital competence themselves, in order to support this process. The authors of the paper made conclusion about the necessity for Ukraine both to study the progressive European experience and to synchronize the education policy in ICT-education with the strategies of the EU and the member states." 2076-8184 2019 70 2 43 58 WOS:000466137700004 J "Perez, EM; Delgado, SC" "Munoz Perez, Elisabeth; Cubo Delgado, Sixto" Digital Competence, Special Education Teachers' training and attitude towards the ICT (information and communication technologies) PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO This essay shows the results of an investigation which aim is to evaluate the degree of digital competence of the special education teachers and know what type of attitude and training they have in Information and communication technologies (ICT). From a methodological point of view, it is a quantitative research developed in a descriptive way. A previously validated questionnaire was used of a sample of 50 special education teachers. Both: hearing and language teachers (AL) and therapeutic pedagogy teachers (PT). The teachers work in different schools: special education schools, common schools, either public, private or a Mixture of both. The results show a deficit in in the Digital Competence, although it is not very important. In the same way, we can say that the teachers' training is medium-low although, they have a positive attitude towards (ICTs) 1138-414X 1989-6395 JAN-MAR 2019 23 1 209 241 10.30827/profesorado.v23i1.9151 WOS:000463367900011 J Roliak, AO Roliak, Angelina O. ICT IMPLEMENTATION IN THE SYSTEM OF TEACHER EDUCATION: NORDIC DIMENSION INFORMATION TECHNOLOGIES AND LEARNING TOOLS The main subject of the research is implementation of information and communication technologies in teacher education system of Nordic countries. The article offers a comparative analysis of the main stages in the ICT development in the professional teacher training systems of four developed countries in the Scandinavian region: Denmark, Norway, Sweden and Finland, which are world leaders in the impact of ICT on education and society and have gained a positive experience in creating their own strategies for reforming of all the important teacher education components based on the widespread use of modern information and communication technologies. The author considers that one of the key factors explaining Nordic innovation and digital literacy strength lies in the fact that the progress of using ICT in the system of professional teacher training has taken place in parallel with the processes of informatization, computerization, technological changes and prioritization of the 21-st century skills development in all countries of the Nordic region. Three essential stages of ICT implementation in Nordic educational environment were substantiated. The first is induction (or introductory) stage, connected with the gradual implementation of computer technologies into the educational process. The second is infusion (or partial use) stage, distinguished by joining all the educational institutions to the worldwide information systems. The third is incorporation (or systematic integration) stage, identified by the conceptualization of ICT-related teacher education. These three stages are characterized by the main similar and different principles of the information technologies use in the Nordic pedagogic dimension. The research findings may help to efficiently implement the information and communication technologies into the system of Ukrainian teacher education. Roliak, Angelina/N-5987-2019 roliak, angelina/0000-0002-0283-6157 2076-8184 2019 69 1 258 267 10.33407/itlt.v69i1.2361 WOS:000459603700022 J "Cantabrana, JLL; Rodriguez, MU; Cervera, MG" "Lazaro Cantabrana, Jose Luis; Usart Rodriguez, Mireia; Gisbert Cervera, Merce" Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers JOURNAL OF NEW APPROACHES IN EDUCATIONAL RESEARCH Assessing competences always poses a challenge and can be even more complicated when tackling a multidimensional competence like teacher digital competence (TDC). TDC is understood to consist of different dimensions linked to its components. This complexity gives rise to the need to organize and systematize both TDC training and its evaluation through a standard based on validated benchmark indicators. Designing and developing an instrument for TDC assessment has been a two-phase process. The COMDID-A self-assessment tool was developed in the first phase and COMDID-C, an instrument for assessing knowledge related to TDC, in the second. In this article we present the process of constructing the COMDID-C instrument. For this first stage, we worked with two samples, an expert validation and a pilot test sample. Due to the complexity of the test, we conducted a preliminary evaluation of the validity of its content, construction and reliability. Our results indicate that the test is well designed and consistent with its intended purpose. The next step will be administering the test to a larger sample that will allow the instrument to be externally validated. "Usart, Mireia/N-5982-2018; Gisbert Cervera, Merce/K-8618-2015" "Usart, Mireia/0000-0003-4372-9312; Gisbert Cervera, Merce/0000-0002-8330-1495; Lazaro-Cantabrana, Jose L./0000-0001-9689-603X" 2254-7339 JAN 2019 8 1 73 78 10.7821/naer.2019.1.370 WOS:000455808400010 J Chigona, A Chigona, Agnes Digital fluency: necessary competence for teaching and learning in connected classrooms AFRICAN JOURNAL OF INFORMATION SYSTEMS Educators' digital fluency has been noted as one of the most important skill required for effective curriculum delivery in connected classrooms. Evidence shows that even though many Western Cape classrooms have Internet connectivity, many educators are unable to take advantage of the connectivity for teaching and learning. Hence, this paper focuses on the educators' digital fluency as a necessary competence for effective curriculum delivery in connected classrooms. The study was done qualitatively by randomly selecting thirty-six educators who participated in one-on-one and focus group interviews. Results show that most educators perceive their digital fluency and the complex knowledge of how to effectively integrate digital technologies into curriculum delivery to be inadequate. Hence they are unable to take advantage of the connectivity in the classrooms. Therefore, the authorities in education need to ensure educators are well equipped to develop digital fluency and the ways of integrating technologies into curriculum delivery. Chigona, Agnes/0000-0002-4293-8190 1936-0282 SEP 2018 10 4 366 379 7 WOS:000454524300007 J "Rivas, WRS; Gutierrez, FJH; Martin, SC" "Sena Rivas, Wiselis Rosanna; Herrero Gutierrez, Francisco Javier; Casillas Martin, Sonia" ICT-MEDIATED EDUCATION IN YOUTH AND ADULT LITERACY PROGRAMS IN THE DOMINICAN REPUBLIC: AN APPROACH TO THE STATE OF THE ART TEXTO LIVRE-LINGUAGEM E TECNOLOGIA This research focuses on the relation between Education and ICT/Internet in the Dominican Republic. Specifically, we focus on the context of basic literacy education in young people and adults, the overall aim being to learn the extent to which ICT are used in adult education in that country. To this end, we administered a questionnaire to a sample of teachers to learn what digital resources they have access to, how they are used, and a diagnosis of self-perceived digital competences. The main results point to an ever-increasing number of resources for use in the classroom, although there is still room for improvement. Moreover, the implantation of the Internet as a basic tool for strengthening the educational system is progressing but is not yet complete. We conclude that the lack of resources may be partially contributing to this shortfall in immersion in the new technologies, but that it is necessary to continue to implement programs to reinforce the digital competences of teachers, even at a basic level and taking particular account of older teachers. This would certainly improve the teaching-learning process, especially if we consider that the teachers themselves consider ICT as a key factor in the educational process. Gutierrez, Francisco Javier FJHG Herrero/C-2624-2013 Gutierrez, Francisco Javier FJHG Herrero/0000-0002-1362-7406 1983-3652 SEP-DEC 2018 11 3 131 153 10.17851/1983-3652.11.3.131-153 WOS:000454340200008 J "Hatzigianni, M; Kalaitzidis, I" "Hatzigianni, Maria; Kalaitzidis, Ioannis" Early childhood educators' attitudes and beliefs around the use of touchscreen technologies by children under three years of age BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY "This paper reports on an Australian study around early childhood educators' attitudes and beliefs on the use of touchscreen technologies by very young children, under three years of age. The study adopted an ecological perspective and educators and directors of early childhood centres completed an online survey and were interviewed on this specific topic. Data were analysed to identify teachers' competencies (eg, digital skills) but also possible factors behind attitudes and beliefs (eg, leadership styles; training; teaching philosophy). Findings suggest that early childhood teachers' views are evolving and they are now more confident when they use technology for work/personal purposes but not as confident when integrating technology with very young children. Educators' overall confidence and hours using technology is significantly associated with a positive attitude towards the incorporation of technology. Their teaching philosophy is also associated with their technology use with very young children. In contrast, training or lack of it is not significant. This study has direct implications for Early Childhood Education as it will contribute to better understanding educators' views and practices on a hotly debated topic and whether they are ready to change their traditional views and embrace this new social reality. The need for more research on the influence of technological use on very young children's development will also be underlined." HATZIGIANNI, MARIA/0000-0001-9378-2598 0007-1013 1467-8535 SEP 2018 49 5 SI 883 895 10.1111/bjet.12649 WOS:000444224900008 J "Liao, CW; Chang, TC; Lin, HI; Cheng, PW" "Liao, Chin-Wen; Chang, Ta-Chun; Lin, Hung-I; Cheng, Po-Wen" Construction and verification of digital electronics contestants' indicators for vocational education in Taiwan SOUTH AFRICAN JOURNAL OF EDUCATION "This study establishes competency indicators for digital electronics contestants in skills competitions to examine instructor importance levels as well as to observe the competency indicator performance of the contestants these instructors had trained. Using a purposive sampling method, the digital electronics skill competition ""Golden Hand Award"" winners and the 65 teachers selected from Taiwan who had trained the competition contestants in 2007-2015, were taken as the subjects for an importance-performance analysis (IPA). Competence was measured using the five indicators of general discipline, professional field, self-management, characteristics, and professional skills; 17 indicator connotations; and 67 indicator items. It was observed that instructors found professional field indicator facets to be the most important for teacher indicator importance levels, and that professional knowledge and abilities were the most important for the professional field. The results showed the most important of the instructors' cognition in dimensions to be specialised field, and the most important of the instructors' cognition in specialised fields to be professional subjects; the best performance of the contestants in dimensions to be professional skills, and the best performance of the contestants in professional skills to be the ability to measure." 0256-0100 2076-3433 AUG 2018 38 3 1478 10.15700/saje.v38n3a1478 WOS:000456124200013 J "Cordero, ASR; Frutos, MB" "Rossi Cordero, Andrea Stefania; Barajas Frutos, Mario" Digital competence and educational innovation: challenges and opportunities PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO Digital competence continues to be a challenge for pedagogic practice and educational innovation, and the integration of ICTs1 in the teaching experience. This article presents the results of research on teaching practices related to digital competence. From a qualitative approach, a multiple case study was conducted in two schools, identifying facilitators and obstacles in the process of teaching acquisition of digital competence, and delving into the attitudes and use of ICTs according to a school's structure, strategy and culture. The results indicate that the complex process of acquisition of digital competence is the main difficulty of teachers related to the management of information, the didactic use of ICTs, the evaluation of digitally mediated activities and collaboration in virtual environments. The results also point to an image of isolation in professional development, hampering the exchange of experiences and meanings, and the perception of benefit and confidence in the use of ICTs. Teachers demand a training more consistent with their teaching needs. In relation to this, in-school project-based learning work has been recognized as a good practice. It was concluded that there is a need to reduce the gap between the desired digital competence and the actually acquired one by developing autonomous, collaborative, and prolonged training experiences that promote reflective practice and school innovation. 1138-414X 1989-6395 JUL-SEP 2018 22 3 317 339 10.30827/profesorado.v22i3.8004 WOS:000454181300015 J "Teixeira, AM; de Miranda, BA; de Oliveira, IP; Pinto, MDT" "Teixeira, Antonio Moreira; de Miranda, Branca Alberto; de Oliveira, Isolina Pereira; Teixeira Pinto, Maria do Carmo" "MOOC ""Digital Competences for teachers"": an innovative training practice" RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA Massive Open Online Courses (MOOC) are open courses available online without costs for the user and designed in such a way as to be scalable, thus allowing for a large number of participants. In this framework, a team of researchers from Universidade Aberta (UAb.pt) has developed a specific pedagogical model which has being tested, discussed and improved. This model is based on a number of socio-constructivist principles which combine autonomous learning with a strong social dimension. This paper analyses and discussed to which extent the use and improvement of the model in the MOOC Digital Competencies for Teachers promotes knowledge appropriation and the sharing of experiences, as well as the development of digital competencies. Taking into consideration that learning is conducted through interaction with materials, facilitators and with fellow participants, the research starts by analyzing interactions which took place in the virtual learning environment. In a second phase, it is conducted a content analysis of the different digital artefacts produced by the participants. In conclusion, the paper shows how this innovative model contributes to the appropriation of new knowledge and reflection on practices, highlighting the possibility of these courses being powerful tools for the training of teachers and other professionals. The authors also discuss the new pedagogical approaches emerging from MOOCs. "Teixeira, Antonio/0000-0002-1339-6548; Miranda, Branca/0000-0002-2798-5677" 1138-2783 1390-3306 JUL 2018 21 2 243 261 10.5944/ried.21.2.19784 WOS:000434451600014 J "Hatlevik, IKR; Hatlevik, OE" "Hatlevik, Ida K. R.; Hatlevik, Ove E." Examining the Relationship Between Teachers' ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice FRONTIERS IN PSYCHOLOGY Information and communication technology (ICT) is now an integrated and central element of modern life, and its rapid emergence is changing the execution and organization of work and learning. Digital technology is also important for schools, and hence for teachers' working days. However, among today's teachers, not everyone has the knowledge required to teach using digital technology. Recent research indicates that self-efficacy is important for how teachers master their practice. This paper addresses teachers' ICT self-efficacy for educational purposes, and examines the assumed antecedents of teachers' self-efficacy. Data from 1,158 teachers at 116 Norwegian schools was analyzed. The results indicate that teachers' self-efficacy for using ICT in their teaching practice is associated with their use of ICT in teaching and their general ICT self-efficacy. In addition, the results show that collegial collaboration among teachers has a positive association with the use of ICT in their teaching practice. One interpretation of these findings is that general ICT self-efficacy is necessary for developing ICT self-efficacy for educational purposes and being able to use ICT in education. However, further research is required to scrutinize the relationships between these concepts. 1664-1078 jun/13 2018 9 935 10.3389/fpsyg.2018.00935 WOS:000435121200001 29951018 J "Quaicoe, J; Pata, K" "Quaicoe, James Sunney; Pata, Kai" Basic school teachers' perspective to digital teaching and learning in Ghana EDUCATION AND INFORMATION TECHNOLOGIES This study proposes a model for describing the situation of Digital Teaching and Learning (TD-TaL) in Ghanaian schools using the perspectives of basic school teachers. The Digital Teaching and Learning model was developed based on the theories of Valsiner's Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA) and Vygotsky's Zone of Proximal Development (ZPD). The model proposes to look at the effects of ZFM in schools (comprising Digital environment factors and Personal attitudinal and Digital Culture factors) and ZPA (comprising Teacher Training factor) on the Teachers' Digital Knowledge, Competence and Action ( TDKCA) factors to influence teachers in their Zone of Proximal Development. The model was tested in Ghana's case using the survey data collected from 256 teachers from 45 schools across six districts in the Western Region of Ghana. The findings from Regression path analysis revealed that Personal and Digital Culture factors, but most of all teachers' Digital Attitudes effected directly on Teachers' Digital Activities they claimed to be doing, whereas from Environmental factors only Schools' Digital Agenda was impacting Teachers' Digital Action both directly and indirectly through Teachers' Digital Training (ZPA). The model specifically highlighted that in observed Ghanaian schools the ZFM factors Digital Infrastructure and Digital Support to Digital Teaching did not associate with the ZPA factor Digital Teacher Training and overall to Teachers' Digital Knowledge, Competence and Action factors. 1360-2357 1573-7608 MAY 2018 23 3 1159 1173 10.1007/s10639-017-9660-8 WOS:000430495700010 J "Ranieri, M; Bruni, I" "Ranieri, Maria; Bruni, Isabella" PROMOTING DIGITAL AND MEDIA COMPETENCES OF PRE- AND IN-SERVICE TEACHERS. RESEARCH FINDINGS OF A PROJECT FROM SIX EUROPEAN COUNTRIES JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY This paper presents the results of e-MEL, a European project aiming at promoting the development, implementation and testing of training scenarios for pre- and in-service teachers' training in the field of digital and media literacy education. The analysis of the results led the research team to identify the critical and successful aspects of the testing, and to draw some recommendations for the future implementation of teacher training interventions. The final goal is to reflect on sustainable models of media and digital skills training both in terms of teacher education and teachers' professional development. 1826-6223 1971-8829 MAY 2018 14 2 111 125 10.20368/1971-8829/1497 WOS:000438899200007 J Yurdakul, IK Yurdakul, Isil Kabakci Modeling the relationship between pre-service teachers' TPACK and digital nativity ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT "The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation of the Digital Native Assessment Scale (DNAS). Structural equation modeling (SEM) was conducted to investigate the assumption that digital nativity was a predictor of TPACK competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and TPACK competency. The most prominent finding of the study was that digital nativity is a significant predictor of TPACK competency. Based on the research findings, implications for practice and suggestions for future studies are also provided." 1042-1629 1556-6501 APR 2018 66 2 267 281 10.1007/s11423-017-9546-x WOS:000426866100003 J "Pinto, M; Pereira, S" "Pinto, Manuel; Pereira, Sara" Experiences, Perceptions and Expectations of Teacher Training in Media Education in Portugal REVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO-RIFOP In recent years, much has been said about the importance of teacher training in promoting media education at school. Several documents have indicated its relevance and several studies (Bujokas, 2015, Taye & Perez-Tornero 2012, UNESCO 2011, Bazalgette 2007, for example) have drawn our attention to the need to train teachers to face the challenges of the digital age, exploiting the resources and opportunities provided by media and communication networks to enrich personal and social development. However, curriculum development and teacher training in media literacy continue to be major challenges for the educational system. In Portugal, the 'Media Education Guidance for Kindergarten, Basic and Secondary Education', approved by the Ministry of Education in April 2014, may have been a milestone for implementing media education at schools. Under this initiative of the Portuguese Ministry of Education and under the European Project 'e-MEL: e-Media Education Lab', four b-learning courses aimed at in-service teachers were promoted by the authors of this paper in the 2015-2016 academic year. Approximately 130 teachers from different educational areas and school levels attended these courses. This paper presents the results of this training experience, discussing the trainees' expectations, the competencies they developed and the obstacles they identified. It also aims to discuss the methodological principles and the types of teacher training in media literacy. The article concludes by pointing out the need for an educational policy that values teacher training, which could contribute to a consistent implementation of media literacy in schools. 0213-8646 2530-3791 APR 2018 91 83 103 WOS:000437915400007 J "Gomez-Pablos, VB; Llorente, AMP; Munoz-Repiso, AGV; Rodriguez, MLG" "Basilotta Gomez-Pablos, Veronica; Pinto Llorente, Ana Maria; Garcia-Valcarcel Munoz-Repiso, Ana; Garcia Rodriguez, Maria Luisa" High school teachers' perception about a service-learning project. A case study REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO Service-learning is a methodology that has steadily grown over the last decades. It is connected to the development of social and civic competences, which arouse learners' interest in academic tasks. Nowadays, it is necessary to carry out researches that prove the results that are obtained when this methodology is implemented in real teaching contexts so that they allow guiding other initiatives and drawing conclusions that can be transferable to educational contexts. We present the results of a case study in which it is assessed the project 'Atocha Solidaria' that was developed in a high school in Madrid, Spain, and in which 13 teachers participated. The study analyses teachers' perception about the project from a qualitative perspective. The instrument chosen to collect data was a semi-structured interview. The results obtained showed that the majority of teachers had a quite positive perception of the project, specifically, participants referred to its impact in students' learning, in their motivation, and in the development of social and digital competences. Moreover, results showed teachers' involvement and participation in the project, and school management team support. 1575-0965 APR 2018 21 2 65 78 10.6018/reifop.21.2.323301 WOS:000437107200006 J "Rubio, JCC; Serrano, JS; Martinez, JCB" "Colomer Rubio, Juan Carlos; Saiz Serrano, Jorge; Bel Martinez, Juan Carlos" Digital competence in future teachers of Social Sciences in Primary Education: analysis of the TPACK framework EDUCATIO SIGLO XXI The present study describes the use of digital competence in the treatment of Social Science contents in future teachers. 153 Primary Education Degree students were asked to complete a questionnaire which was analyzed through TPACK (Technological Pedagogical Content Knowledge). The conclusions confirm a greater self-knowledge of pedagogical or technological contents, as opposed to disciplinary ones, which makes it impossible, following the model application, to develop digital teaching competence for the development of a critical didactics in Social Sciences. "Rubio, Juan Carlos Colomer/H-4882-2015; Martinez, Juan Carlos Bel/D-3226-2018" "Rubio, Juan Carlos Colomer/0000-0002-4677-201X; Martinez, Juan Carlos Bel/0000-0001-7616-9628" 1699-2105 1989-466X MAR 2018 36 1 107 128 10.6018/j/324191 WOS:000429667600006 J "Madsen, SS; Thorvaldsen, S; Archard, S" "Madsen, Siri Sollied; Thorvaldsen, Steinar; Archard, Sara" Teacher educators' perceptions of working with digital technologies NORDIC JOURNAL OF DIGITAL LITERACY This article is part of a research project aimed to broaden the understanding of the established gap between policies regarding the use of digital technology and the actual use of digital technology in Norway. To understand this gap we have conducted a comparative study between teacher education in Norway and teacher education in New Zealand, two countries with quite different approaches to implementing digital technology in education. We found several interesting differences between the countries. The regression analysis and the correlation analysis show that the professional use of digital tools correlates with the teacher educators' level of digital competence in New Zealand. On the other hand, in Norway the professional use of digital tools correlates stronger with teacher educators' attitudes towards digital technology in education. Attitudes has a stronger influence (impact) than digital competence regarding to what extent digital tools are being used in Norway, and digital competence has a stronger influence than attitudes regarding to what extent digital tools are being used in New Zealand. 0809-6724 1891-943X 2018 13 3 177 196 10.18261/issn.1891-943x-2018-03-04 WOS:000458337700004 J "Monteiro, A; Barros, R" "Monteiro, Angelica; Barros, Rita" LEARNING ENVIRONMENT, DIGITAL TECHNOLOGY AND INTITAL TEACHERS TRAINING CADERNOS EDUCACAO TECNOLOGIA E SOCIEDADE "Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the ""testing"" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper's privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way." 2316-9907 2018 11 4 564 580 10.14571/brajets.v11.n4.564-580 WOS:000454527600004 J "Kartashova, LA; Bakhmat, NV; Plish, IV" "Kartashova, Lyubov A.; Bakhmat, Natalia V.; Plish, Iryna V." DEVELOPMENT OF TEACHER'S DIGITAL COMPETENCY IN TERMS OF INFORMATION AND EDUCATIONAL ENVIRONMENT OF A SECONDARY EDUCATION ESTABLISHMENT INFORMATION TECHNOLOGIES AND LEARNING TOOLS "Informatization of the education system causes the active use of information and communication technologies (ICT) by the subjects of the educational process, which positively affects its effectiveness and promotes the formation of teacher's professional competency. One of the components of professional competency is the digital competency which means the teacher's ability of systematic, logical use of ICT, indicates its modernity, mobility and competitiveness. Despite the variety of solutions for its development, the education system of the New Ukrainian School needs to find the new ways in this direction. One of them is the development of an innovative e-learning resource - the e-platform mobiSchool, adapted to the conditions of continuous education informatization, and containing the web-tools for designing and creating the authentic electronic environments (web-prototypes) of educational institutions. Experimental implementation of mobiSchool points to positive results in the continuous improvement and development of teachers' digital competencies. The basis of the development is the principles of accessibility, intelligibility, personal orientation, the motivation and interest formation. The specified resource is different from the similar ones: it is a cross-platform that does not require the purchase of additional equipment; users are provided with tutorial support; it is enough for users to get input from the developer; users get different access levels (administrator, teacher, student, parents); it is adaptive - for each educational institution it develops its unique web-prototype; unites and implements all the functions of educational process - educational, developing, training, stimulating (motivational) and organizational (managerial); it can be used for all forms of learning." Bakhmat, Nataliia/R-2499-2018 Bakhmat, Nataliia/0000-0001-6248-8468 2076-8184 2018 68 6 193 205 10.33407/itlt.v68i6.2543 WOS:000454452100015 J "van de Oudeweetering, K; Voogt, J" "van de Oudeweetering, Karmijn; Voogt, Joke" Teachers' conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula CURRICULUM JOURNAL Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational actors in curriculum development. Responding to both shortcomings, this study aims to explore how teachers' conceptualization and enactment of twenty-first century competences constitute dimensions that can inform curricular guidelines. An exploratory factor analysis of teachers' self-reported classroom activities that foster students' twenty-first century competences was conducted. The data comprised responses of 2,804 primary-and secondary-school teachers to a web-survey about the perceived occurrence of specific classroom activities targeting twenty-first century competences. Results suggested six coherent dimensions of classroom activities that foster twenty-first century competences: digital literacy, innovative thinking, critical thinking and communication, (digital) citizenship, self-regulated learning, and (computer-supported) collaborative learning. Nevertheless, there were substantial interrelationships among the six dimensions. This demonstrated that teachers did not perceive twenty-first century competences to be fostered by disconnected classroom activities, but that they already have a more integrative conception of the curricular innovation. The implications of these findings for curricula, teaching practice and research are discussed. van de Oudeweetering, Karmijn/0000-0002-8856-7145 0958-5176 1469-3704 2018 29 1 116 133 10.1080/09585176.2017.1369136 WOS:000432636600008 J "Gudmundsdottir, GB; Hatlevik, OE" "Gudmundsdottir, Greta Bjork; Hatlevik, Ove Edvard" Newly qualified teachers' professional digital competence: implications for teacher education EUROPEAN JOURNAL OF TEACHER EDUCATION The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers' ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers'ICT self-efficacy in ITE. Gudmundsdottir, Greta Bjork/0000-0002-1983-9215 0261-9768 1469-5928 2018 41 2 214 231 10.1080/02619768.2017.1416085 WOS:000424482500007 J "Hrytsenchuk, OO; Ivanyuk, IV; Kravchyna, OY; Malytska, ID; Ovcharuk, OV; Soroko, NV" "Hrytsenchuk, Olena O.; Ivanyuk, Iryna V.; Kravchyna, Oksana Ye.; Malytska, Iryna D.; Ovcharuk, Oksana V.; Soroko, Nataliia V." EUROPEAN EXPERIENCE OF THE TEACHERS' DIGITAL COMPETENCE DEVELOPMENT IN THE CONTEXT OF MODERN EDUCATIONAL REFORMS INFORMATION TECHNOLOGIES AND LEARNING TOOLS "The characteristic of teachers' digital competence development is done from the scope of New Ukrainian School reform and modern European tendencies. The digital competence development trends and the requirements existent among the international educational practitioners are highlighted. The tendencies to the learning outcomes description are revealed on the basis of the European Digital Competence Framework 2.0 and Digital Competence Framework 2.1. The experience of the in-service teacher training in the sphere of information and communication technologies in the European Union countries is described. The resources of the digital educational school environment used in the modern system of in-service training of teachers are analyzed. The place of the in-service curriculum for teachers in the sphere of ICT in European countries (Great Britain, Lithuania, Latvia, Estonia, Norway, Netherlands, and Slovenia) is revealed. The educational digital resources and platforms used for the in-service training of teachers in European countries as well as educational professional networks and communities are characterized. The strategy of the European educational policy of ICT using in the educational process in order to improve the teachers' classroom activity and professional development is described through the requirements for the teachers' digital competence level improvement. The investigation is the result of the common research of authors' team in the framework of the scientific topic ""The development of teachers' information and communication competence in the framework of the cloud computing education networks""." Soroko, Nataliia/O-9481-2016 Soroko, Nataliia/0000-0002-9189-6564 2076-8184 2018 65 3 316 336 10.33407/itlt.v65i3.2387 WOS:000437531900023 J "Avidov-Ungar, O; Leshem, B; Margaliot, A; Grobgeld, E" "Avidov-Ungar, Orit; Leshem, Becky; Margaliot, Adva; Grobgeld, Etty" FACULTY USE OF THE ACTIVE LEARNING CLASSROOM: BARRIERS AND FACILITATORS JOURNAL OF INFORMATION TECHNOLOGY EDUCATION-RESEARCH Aim/Purpose The study aimed to examine teacher educators' perceptions regarding their ability to implement innovative pedagogies following a year during which they used a newly equipped Active Learning Classroom (ALC), designed for teacher training Background To this end, we asked how participants perceived the effective use of the ALC and how they were able to leverage the use of the ALC to implement innovative pedagogies. Methodology Using the grounded theory method, we conducted qualitative analysis of data collected from semi-structured in-depth personal interviews. The sample included 22 randomly-selected teacher educators in a single teacher-education college, who had used the ALC over the last year. Average teaching tenure was 22 years. Contribution As part of the transition to using innovative pedagogies in an ICT (Information Communication Technology) enhanced teaching environment, our proposed model can be used to map teachers' perceptions and proficiencies, so as to address the specific needs of each group. Findings Analysis revealed four pedagogic teaching patterns. Based on the TPACK (Technology, Pedagogy, and Content, Knowledge) model as a theoretical framework, we were able to relate these patterns to participants' strengths and weaknesses in technological and pedagogic knowledge and the ways in which they used the ALC. These patterns testify that there are different levels of use and integration of technology and pedagogy by teacher educators. Recommendations Enhancing teachers' knowledge, promoting innovative concepts and for Practitioners removing barriers for ICT usage require integrated technological-pedagogic guidance, which should be provided to the teachers by instructors with integrated TPK (Technology Pedagogy Knowledge). Recommendations The ability to map technological and pedagogic strengths in accord with for Researchers teaching patterns and styles provides an advantageous and applicable foundation that can be used by any future studies that wish to pursue this line of investigation. Impact on Society Formulating new strategies in teacher education would effectively make teacher educators the leading force driving the desired transformation, whereby teachers have the skills and knowledge to prepare students to become productive members of society in the 21st century. Future Research Future studies are encouraged to use our proposed model (which maps technological and pedagogic strengths in accord with teaching patterns) to examine additional questions, for example, what is the relationship between teaching style and teaching effectiveness and can it provide the impetus to attempt to shift teachers' attitudes and styles? 1547-9714 1539-3585 2018 17 485 504 10.28945/4142 WOS:000452259500001 J "Llorente, PA; Iglesias, EC" "Aristizabal Llorente, Pilar; Cruz Iglesias, Esther" DEVELOPMENT OF DIGITAL COMPETENCE IN THE INITIAL TEACHER EDUCATION OF EARLY CHILDHOOD EDUCATION PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION Digital competence is considered key to achieving digital citizenship. This work shows how this competence is developped in the initial training for teacher of early childhood education The experience design is based on two main axes: the proposed Porfolio for Digital Competence of teachers approved by the Department of Education of Extremadura in 2015, adapting the competences proposed by the European project DIGCOMP to the education field and the principles of situated learning and problem-based learning (PBL). Some examples of student work related to the acquisition of digital skills are shown. 1133-8482 2171-7966 JAN 2018 52 97 110 10.12795/pixelbit.2018.i52.07 WOS:000437710300008 J "Touron, J; Martin, DR; Navarro Asencio, E; Pradas, S; Inigo, V" "Touron, Javier; Martin, Deborah R.; Navarro Asencio, Enrique; Pradas, Silvia; Inigo, Victoria" Construct validation of a questionnaire to measure teachers' digital competence (TDC) REVISTA ESPANOLA DE PEDAGOGIA Teachers' digital competencies have become an essential aspect of training teachers to promote learning in their students that moves away from the knowledge transfer model and moves towards a talent development model. This work validates an instrument developed by the authors to evaluate the digital competency of teachers, in accordance with the current framework established by INTEF. A sample of 426 teachers was used in the validation process. These were approached through an online process. The total reliability of the instrument, estimated using Cronbach's alpha, is 0.98. The reliability for the dimensions on the 'Knowledge' scale varies from 0.89 to 0.94 and for the 'Use' scale from 0.87 to 0.92. The construct validity has been modified from an initial model with 5 factors to another with 4 factors and 4 sub-factors. The factor loads of the items with the dimension to which they belong are mainly above 0.5 and in many cases above 0.70. On the 'Knowledge' scale there is only 1 weight that does not reach this value. The overall fit results for both scales show optimum results, with values lower than 3 for the normalised chi-squared index, values below 0.06 in RMSEA, and values of 0.9 in IFI and CFI. Data is also provided regarding convergent and discriminant validity that is significant and acceptable. The construct reliability for the convergent validity in all cases approaches 0.90. As for the discriminant validity, the proposed model is better than the alternatives, with small variations in the `Use' scale that will be the object of future analyses. This instrument will make it possible to evaluate teachers' competencies and help with the planning of personalised training pathways depending on their results. "Navarro, E/A-5045-2016; Martin R, Deborah/Y-1662-2018; Touron, Javier/K-4840-2017; Navarro-Asencio, Enrique/D-9521-2014; Inigo, Victoria/G-1822-2019; Pradas Montilla, Silvia/X-1487-2018" "Navarro, E/0000-0002-3052-146X; Martin R, Deborah/0000-0001-6325-0902; Touron, Javier/0000-0001-8217-1556; Navarro-Asencio, Enrique/0000-0002-3052-146X; Inigo, Victoria/0000-0001-6037-6307; Pradas Montilla, Silvia/0000-0002-8312-1080" 0034-9461 JAN-APR 2018 76 269 25 54 10.22550/REP76-1-2018-02 WOS:000423419200003 J "Sheffield, R; Blackley, S; Moro, P" "Sheffield, Rachel; Blackley, Susan; Moro, Paul" A professional learning model supporting teachers to integrate digital technologies ISSUES IN EDUCATIONAL RESEARCH "Contemporary teachers have an obligation to support and scaffold students' learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and problem solving need to be well honed. Teachers are challenged to understand not only the associated digital pedagogical practices and content knowledge, but also to be familiar with how the technology components can be best used to support learning (Ertmer & Ottenbreit-Leftwich, 2013). This paper reports on a 2016 pilot project that incorporated the key components of highly effective teacher professional learning to leverage transformational change: on-site, over-time, through a community of practice and building the confidence and competence of teachers to implement the digital technologies curriculum (Jimoyiannis, 2010; Rodrigues, 2005; Wenger, White & Smith, 2009). This project supported 28 primary and secondary school teachers from regional Western Australia to collaborate through a distributed digital learning network or a guided Professional Learning Network that was called a ""cluster"" to develop and reflect upon their digital capabilities." Blackley, Susan/L-7841-2019 Blackley, Susan/0000-0001-7399-207X 1837-6290 2018 28 2 487 510 WOS:000429641400016 J Velez, I Velez, Irma Public policies in Media and Information Literacy: John Dewey's legacy REVISTA FUENTES This analysis aims to track the presence of John Dewey in Media and Information Literacy (MIL) and particularly in European MIL public policies until 2014. Following a presentation of some of the most prominent authorial, genealogical and intertextual connections of MIL with the work and concepts elaborated by John Dewey, this study proposes a SWOT analysis of public policies in MIL in light of Dewey's legacy and its adoption in Europe. This analysis is based on the results of the ANR Translit research project led by Divina Frau-Meigs, which makes it possible to think of digital competences, not so much in a digital culture that requires technically specific competences, but rather in their relation to information cultures insofar as they consider information in its representation as news, data and document. The objective of this study is therefore to clarify ideologically and theoretically the philosophical substrate of one of the greatest thinkers of the 20th century within the legal framework of public policies in MIL. This allows us to both value his legacy and to better understand the way in which its adoption in Europe faced weaknesses and threats that potentially downplayed some of its most remarkable strengths and opportunities. 2172-7775 DEC 2017 19 2 38 55 10.12795/revistafuentes.2017.19.2.03 WOS:000448622800004 J "Rivallo, RG; Martin, AG" "Gonzalez Rivallo, Rafael; Gutierrez Martin, Alfonso" Media Competence of teachers and curricular integration of digital technologies REVISTA FUENTES The curricular integration of every new technology requires the development of specific skills on the part of teachers. Although usually with some delay, these skills generally become part of the contents of the initial and in-service training of teachers and educators. In this regard, educational policies have prioritized, perhaps excessively, technical training and the most instrumental aspects of teachers' digital competence. At the same time, less attention has been paid to media education both in teacher training programmes and continuing education courses. This is the main conclusion of the study presented here: a study on the curricular integration of ICT based on teachers' practices and perceptions on media education and digital competence. It presents the main results derived from a series of questionnaires and interviews related to curricular integration. The most relevant conclusions of this study point to the imperative need for a greater and better integration of digital technologies in education. Gutierrez-Martin, Alfonso/D-5528-2016 Gutierrez-Martin, Alfonso/0000-0002-2288-9459 2172-7775 DEC 2017 19 2 57 66 10.12795/revistafuentes.2016.19.2.04 WOS:000448622800005 J "Drossel, K; Eickelmann, B; Schulz-Zander, R" "Drossel, Kerstin; Eickelmann, Birgit; Schulz-Zander, Renate" Determinants of teachers' collaborative use of information and communications technology for teaching and learning: A European perspective EUROPEAN EDUCATIONAL RESEARCH JOURNAL Collaboration between teachers constitutes an important predictor for the successful implementation of digital media in schools and teaching. The present contribution examines the supporting conditions of ICT (information and communications technology)-related teacher collaboration as a feature of school quality in six selected European educational systems on the basis of the instruments and data administered by the International Association for the Evaluation of Educational Achievement's study of ICILS 2013 (International Computer and Information Literacy Study 2013). Along the ICILS 2013 theoretical framework, predictors on the level of the school and classroom, antecedents regarding teachers' attitudes and competencies, variables concerning processes at school and in class, as well as teachers' background variables, are analysed. The regression analysis shows no consistent differences regarding the coefficients of different predictors with respect to ICT-related collaboration in the countries where teachers have expressed a high, medium or low rate of agreement with ICT-related collaboration. 1474-9041 NOV 2017 16 6 SI 781 799 10.1177/1474904116655811 WOS:000414799800005 J "Kim, MK; Xie, K; Cheng, SL" "Kim, Min Kyu; Xie, Kui; Cheng, Sheng-Lun" Building teacher competency for digital content evaluation TEACHING AND TEACHER EDUCATION The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers' experiences in a one-year DCE professional development program. Qualitative thematic analysis followed by quantitative K-means cluster analysis identified and validated four levels of teacher competency in DCE: familiarization, utilization, integration, and reorientation. In addition, this study also proposed design guidelines to scaffold DCE competency development tailored to the needs of teachers at various competency levels. (C) 2017 Elsevier Ltd. All rights reserved. Cheng, Sheng-Lun/0000-0003-2993-2031 0742-051X AUG 2017 66 309 324 10.1016/j.tate.2017.05.006 WOS:000404500500028 J "Blau, I; Shamir-Inbal, T" "Blau, Ina; Shamir-Inbal, Tamar" Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders EDUCATION AND INFORMATION TECHNOLOGIES This study examines how the leaders of technology integration in educational institutions - school principals and ICT facilitators - assess systemic changes that occurred in their schools. The study collected the data from Israeli elementary schools towards the end of the third and the fourth years of the gradual National ICT program. The research questions explored (1) the predictors of the general school ICT culture and (2) changes over time in the general school ICT culture and its components. An online questionnaire was distributed to all elementary schools in the Northern District and filled out jointly by the school principal and ICT facilitator. A total of 392 questionnaires (91.2 % response rate) were analyzed. The following predictors explained 63 % of variance in general school ICT culture: the percent of teachers who frequently use ICT in lessons, using technology for enhance pedagogy, teachers' digital competence, digital content use, its design by teachers, pedagogical update of class website, school portal update (negative predictor), e-communication within school staff, and teacher-parents e-communication. Regarding the impact of time, the results indicated that between the 3rd and 4th years of ICT integration significant changes still occur in the general school ICT culture and most of its components. 1360-2357 1573-7608 MAY 2017 22 3 769 787 10.1007/s10639-015-9456-7 WOS:000410387000003 J "Elstad, E; Christophersen, KA" "Elstad, Eyvind; Christophersen, Knut-Andreas" Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms EDUCATION SCIENCES Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student teachers' perceptions of digital competency to resolve challenges relating to information and communication technology (ICT) in schools and their instructional self-efficacy, which was explored via two dimensions: (1) self-efficacy for maintaining discipline and (2) self-efficacy for influencing students' use of ICT in the service of learning. Implications for practice are discussed. We argue that digital competency among student teachers is important for sustaining instructional self-efficacy in technology-rich classrooms. 2227-7102 MAR 2017 7 1 27 10.3390/educsci7010027 WOS:000418288400026 J "Gerick, J; Eickelmann, B; Bos, W" "Gerick, Julia; Eickelmann, Birgit; Bos, Wilfried" School-level predictors for the use of ICT in schools and students' CIL in international comparison LARGE-SCALE ASSESSMENTS IN EDUCATION The increasing relevance of information and communication technologies (ICT) and society's transition towards an information or knowledge society have led to the emergence of new challenges for schools and school systems. Thus, the need for students to develop new forms of skills like digital literacy or computer and information literacy (CIL) is constantly gaining in importance. In the lEA's (International Association for the Evaluation of Educational Achievement) ICILS 2013 (International Computer and Information Literacy Study), the aforementioned competencies were investigated-along with CIL learning contexts and outcomes (such as school-level factors in different education systems)-for the first time for secondary schools by applying computer-based student tests. The research presented in this paper focuses on the school-level factors that support or hinder the use of ICT by teaching staff and students'CIL, drawing in the process on information obtained through school and teacher questionnaires. A multilevel approach was chosen for this research, drawing on representative data from four of the countries which participated in ICILS 2013, namely Australia, Germany, Norway and the Czech Republic. The results show that the relevance of school-level determinants for the use of ICT by teaching staff in schools differs between education systems. Only in Germany, for example, does pedagogical IT support seem to be crucial for the use of ICT in teaching. In the Czech Republic, the self-efficacy of teaching staff plays a key role, whereas in Australia, the participation of teaching staff in professional development activities can be identified as relevant for students' acquisition of CIL. The results also show a statistically significant correlation between the teachers' use of ICT in schools and students' CIL for Germany, yet indicate no significant effects for Australia, Norway and the Czech Republic. In addition to these and the more specific findings for the considered countries, the international comparison presented in this paper reveals both strengths and developmental potential for the selected education systems. 2196-0739 jan/31 2017 5 5 10.1186/s40536-017-0037-7 WOS:000462289700001 J "Garcia-Penalvo, FJ; Montoya, MSR" "Jose Garcia-Penalvo, Francisco; Ramirez Montoya, Maria Soledad" Learning, Innovation and Competitiveness: The Learning Society RED-REVISTA DE EDUCACION A DISTANCIA The information and communications technology are in the classroom with different penetration, acceptance and presence. Online teaching has been the maximum representation of the educational use of the technology, but technology in the face-to-face classrooms was seen as a complement rather than a true tool for the methodological change. However, the circumstances are being taken to make this change. Successful flipping class models, blended learning and especially mobile devices are the main drivers of this change. Nevertheless, the digital competence of current and future teachers is key to consolidate technology in the classroom pedagogically. This special issue explores this topic with seven articles that address the use of technology in the classroom from different perspectives to change, from a pedagogical point of view, the relationship between teacher and student without forgetting the teachers' digital skills. GARCIA-PENALVO, Francisco Jose/D-5445-2013 GARCIA-PENALVO, Francisco Jose/0000-0001-9987-5584 1578-7680 jan/30 2017 52 1 10.6018/red/52/1 WOS:000396463400001 J Hatlevik, OE Hatlevik, Ove Edvard Examining the Relationship between Teachers' Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH Research indicates that self-efficacy in teaching is a key issue for carrying out good teaching practice. The aim of this paper was to examine the relationship between teachers' self-efficacy in information and communication technologies (ICT), their strategies to evaluate information, their digital competence, and use of ICT at school. A sample of 332 teachers participated in a survey. The teachers answered self-report questions and responded to a multiple-choice test on digital competence. Structural equation modelling was used to test a hypothesized model of the relationship between self-efficacy in basic ICT, self-efficacy in online collaboration, strategies to evaluate information, digital competence, and the use of ICT. The analysis confirmed that the empirical data supported the hypothesized model. Significant factor loadings and positive relationships between the factors were found. Overall, the factors in the model explained 41% of teachers' digital competence, 49% of their self-efficacy in online collaborative, and 36% of their use of ICT at school. 0031-3831 1470-1170 2017 61 5 555 567 10.1080/00313831.2016.1172501 WOS:000405691100004 J "Pombo, L; Carlos, V; Loureiro, MJ" "Pombo, Lucia; Carlos, Vania; Loureiro, Maria Joao" Edulabs AGIRE project - evaluation of ICT integration in teaching strategies EDUCATIONAL MEDIA INTERNATIONAL The AGIRE project, under the Edulab concept, aims to promote the adoption of innovative teaching practices. This paper reports the support strategies used to evaluate the teacher practices at the end of a teacher training course (TTC) and analyse its impact on teacher technology integration, using a design-based methodology. Teachers' initial perception was gathered using an online questionnaire comprising ICT personal and professional competencies. The questionnaire results and the classroom observations showed that the majority of teachers were at the level of ICT adoption, before attending the TTC, reaching the adaptation level of integration of ICT, after the TTC. A variety of teaching strategies (flipped classroom, collaborative work,.) and technologies (interactive white boards, tablets, videos,.) were explored. The results sustain the thesis that, with proper support, ICT can be integrated in educational contexts in an innovative way and contribute to the development of teachers' digital literacy. "Pombo, Lucia/I-7554-2013; Carlos, Vania/A-4130-2015" "Pombo, Lucia/0000-0001-5085-3974; Carlos, Vania/0000-0002-5326-0469; Loureiro, Maria Joao/0000-0002-5041-8689" 0952-3987 1469-5790 2017 54 3 215 230 10.1080/09523987.2017.1384158 WOS:000424600000004 J Abio, G Abio, Gonzalo Digital teacher training. A review of the topic with emphasis on digital competency / literacy models CARACOL In this theoretical and reflective paper we discuss some factors that influence the use of technology in schools and focus particularly on the skills teachers need to build up in order to develop an integrated and effective work supported by digital technologies. With that goal in mind, we will review the literature on some models of skills/digital literacies with emphasis on the teacher. Finally, we will make some comments on the need of digital teacher education. 2178-1702 2317-9651 JAN-JUN 2017 13 20 55 WOS:000418126700002 J Bondaruk, Y Bondaruk, Yana THE DEVELOPMENT OF FUTURE EFL TEACHERS' INFORMATION COMPETENCE IN PROFESSIONAL TRAINING ADVANCED EDUCATION "The article explicates the significance of the development of future EFL teachers' information competence for their professional career and investigates the possibility to improve this competence in studying English. It also reveals the relations between information competence and professional development of future EFL teachers and proves that information competence has become the important one for life-long education of EFL teachers. It depicts that the information competence influences the professional level of future EFL teachers, their creative skills and abilities. In the article, compulsory and optional courses in the system of the teacher education for the development of information competence are analysed. It examines the importance of the use of information technology during professional training, as it solves not only the task to improve future EFL teachers' education but the development of the information competence of new generation school teachers. It proves that digital technologies influence the development of new ways of teaching and learning English, form new professional characteristics of EFL teachers; create new key competences for lifelong learning of future professionals. It deals with the problem that the lack of adequate access to the information and communication technology has the influence on the development of highly skilled professionals in the sphere of English language education." 2409-3351 2410-8286 2017 7 45 50 10.20535/2410-8286.73925 WOS:000417994400008 J Pinzon, JED Diaz Pinzon, Jorge Enrique Knowledge and appropriation of information and communication technologies (ICTs) in teacher education ACTUALIDADES PEDAGOGICAS "In order to establish the degree of use and appropriation of information and communication technologies (ICTs) in the competencies of basic and secondary education teachers in 2016, a closed-question survey was applied to a sample of 100 teachers in the municipality of Soacha (Cundinamarca, Colombia). Six survey questions related to a training workshop were analyzed, and six research hypotheses were examined; information was processed using the SPSS statistical package, version 23.0, with a chisquare test for each hypothesis. The correlational analysis of the use and appropriation of ICTs by teachers showed that there is no relationship between the teachers' work day and the contents of the ""Colombia Aprende"" webpage, PhET laboratories, resource banks, motivation to implement digital resources, and the possession and appropriate use of tablets. In addition, a weak relationship was evidenced between the work hours of teachers and contents viewed." 0120-1700 2389-8755 JAN-JUN 2017 69 121 131 10.19052/ap.4066 WOS:000407703800006 J Cinganotto, L Cinganotto, Letizia EXPERIENTIAL LEARNING FOR TEACHER TRAINING: A CASE EXAMPLE ON LANGUAGE, CONTENT AND TECHNOLOGIES IN A LEARNING EVENT BY ETWINNING JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY "The paper aims at describing an online training initiative (Learning Event) promoted by eTwinning on CLIL (Content and Language Integrated Learning) and technologies within an international community of practice. The discussion starts from a brief conceptualization of experiential learning with reference to teacher training for continuous professional development. Self-reflection on the learning outcomes and the added value of the experience in terms of competence development (referred to language, technology and subject content) are key issues. After explaining the reasons why nowadays it is deemed essential to use technologies for CLIL and language learning, the paper will try to describe the processes of discovering, learning, experimentation and socialization activated in the participants during the training pathway, by mentioning some data from the surveys and by describing some digital contents produced by the teachers. Forum and blog interactions will be quoted to give evidence of the added value such training episodes can have to enhance teachers' continuous professional development and personal and professional growth, especially in the framework of the recent Italian ""Good Reform"" Law." 1826-6223 1971-8829 2017 13 1 91 111 WOS:000404658500008 J "Esteve-Mon, FM; Cela-Ranilla, JM; Gisbert-Cervera, M" "Esteve-Mon, Francesc M.; Maria Cela-Ranilla, Jose; Gisbert-Cervera, Merce" ETeach3D: Designing a 3D Virtual Environment for Evaluating the Digital Competence of Preservice Teachers JOURNAL OF EDUCATIONAL COMPUTING RESEARCH The acquisition of teacher digital competence is a key aspect in the initial training of teachers. However, most existing evaluation instruments do not provide sufficient evidence of this teaching competence. In this study, we describe the design and development process of a three-dimensional (3D) virtual environment for evaluating the teacher digital competence of future teachers, through a performance-based, collaborative and contextual evaluation. This environment, named ETeach3D, has been constructed using the educational design research approach. It is based on successive iterative cycles and is in accordance with the criteria of usefulness, validity, and effectiveness. In addition to the research team responsible for the project, participating in this study were 187 Spanish undergraduate students of Education and 22 experts in the field of educational technology. Results show that these environments, in addition to other characteristics, should (a) function smoothly and have simple interfaces, realistic scenes, and interactive activities and (b) follow a systematic evaluation procedure that integrates several strategies and levels of complexity. This research helps to improve the initial training of preservice teachers and contributes to the growing number of educational design research studies that focus in the field of evaluation of the curriculum domain. "Gisbert Cervera, Merce/K-8618-2015; Mon, Francesc M. Esteve/H-7912-2014" "Gisbert Cervera, Merce/0000-0002-8330-1495; Mon, Francesc M. Esteve/0000-0003-4884-1485" 0735-6331 1541-4140 OCT 2016 54 6 816 839 10.1177/0735633116637191 WOS:000382949700004 J "Huertas, DCP; Sanchez, ON; Salcedo, LGG" "Pulido Huertas, Diana Carolina; Najar Sanchez, Olga; Guesguan Salcedo, Lady Giovanna" WE LIVE THE INNOVATION OF MOBILE DEVICES' INCLUSION IN THE EDUCATION PRAXIS & SABER This study will present the characterization related to the use of digital competences of some primary teachers from a public institution in Tunja, by using activities with tablets in order to consolidate a digital culture. The incorporation of digital individual devices for students and teachers of different education levels will be transformed into a main tendency in the current governmental politics of digital inclusion, social inclusion and educational opportunities' improvement of Iberoamerican educational systems. 2216-0159 2462-8603 JUL-SEP 2016 7 14 115 140 10.19053/22160159.5220 WOS:000393522300006 J "Guerrero, TSV; Galan, MAG" "Valdivieso Guerrero, Tania Salome; Gonzales Galan, Maria Angeles" DIGITAL TEACHING PRACTICE: WHERE ARE WE?. TEACHER PROFILE OF ELEMENTARY AND SECONDARY EDUCATION. THE CASE OF ECUADOR. PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION The objective of this study is to measure the digital competence of elementary school teachers in the district of Loja (Ecuador). For this purpose, and ad hoc instrument was designed, and a stratified non probability sampling technique was applied to public and private educational establishments, obtaining a sample of 420 teachers. We can infer that the level of digital competence is low, but not null, since there is evidence of a trend towards curricular integration of ICT, especially, teachers who are younger than 30 years old and those who have graduated from pedagogical institutes, regardless of the credentials of the establishments and other degrees that teachers may hold. 1133-8482 2171-7966 JUL 2016 49 57 73 10.12795/pixelbit.2016.i49.04 WOS:000383254500005 J "Morales, LDG; Nogales, OIG; Montalvo, NAR" "Glasserman Morales, Leonardo David; Gavotto Nogales, Omar Ivan; Ramirez Montalvo, Nelida Aurea" The managing role of the school principal in Mi Compu.Mx program EDUCATION IN THE KNOWLEDGE SOCIETY This study is part of a macro research project, which seeks to identify digital competences developed by students and teachers participating in the program called Mi Compu.Mx in the states of Tabasco, Colima and Sonora, Mexico. This article describes the experience of implementing the program in the state of Sonora reported from the perspective of the principal and the management carried out in the process of educational innovation. The aim of the study was to identify the managing role of the school principal while implementing an innovation program in the context of the state of Sonora, Mexico. The research question was: What is the involvement of the school principal in the implementation of Mi Compu.Mx program in elementary schools in the state of Sonora, Mexico? A qualitative methodology was followed with a case study approach where interviews were conducted with 114 heads of primary level. Key findings revealed that the school principal participates as manager of material resources to fulfill the autonomy of school management and is essential to ensure the necessary conditions for full functioning of innovation projects with technology in the classroom. Glasserman, Leonardo/L-3139-2016 Glasserman, Leonardo/0000-0001-7960-9537 2444-8729 JUN 2016 17 2 91 108 10.14201/eks201617291108 WOS:000453789500007 J "Area-Moreira, M; Hernandez-Rivero, V; Sosa-Alonso, JJ" "Area-Moreira, Manuel; Hernandez-Rivero, Victor; Sosa-Alonso, Juan-Jose" Models of educational integration of ICTs in the classroom COMUNICAR We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence. "Area-Moreira, Manuel/K-5575-2019; Sosa Alonso, Juan Jose/L-7115-2014" "Area-Moreira, Manuel/0000-0003-0358-7663; Sosa Alonso, Juan Jose/0000-0001-5615-5536" 1134-3478 1988-3293 APR 1 2016 24 47 79 87 10.3916/C47-2016-08 WOS:000373484700008 J "Demirel, M; Sadi, O; Dagyar, M" "Demirel, Melek; Sadi, Ozlem; Dagyar, Miray" An Investigation of Science Teachers' Lifelong Learning Competencies (The Case of Karaman) PEGEM EGITIM VE OGRETIM DERGISI "The aim of the study is to examine lifelong learning competencies of science teachers who work in Karaman, on the basis of their gender, years of experience, types of schools, and professional subject areas. The study population comprised 216 science teachers working in Karaman, a small city in Turkey, during the 2012-2013 academic years. The sample of the study, which is determined by simple random sampling method, comprised 104 teachers, 48 female and 56 male. The survey model was used in the study. The data were obtained using the ""Lifelong Learning Competence Scale"", developed by Hursen (2011). According to the results, the science teachers' levels of lifelong learning competencies are high. Also, the results of the study show no significant differences between the levels of competencies with respect to teachers' gender, years of experience, types of schools and subject areas. However, in terms of each of the sub-dimensions of the scale, a significant difference was found between the levels of digital competencies with respect to the teachers' years of experience." 2148-239X MAR 2016 6 1 19 40 10.14527/pegegog.2016.002 WOS:000405532100003 J Eyo, M Eyo, Mfon Counselling implications of teachers' digital competencies in the use of Social Networking Sites (SNSs) in the teaching-learning process in Calabar, Nigeria COGENT EDUCATION "The study investigated teachers' digital competencies in the use of Social Networking Sites (SNSs) in the teaching-learning process. It had five research questions and two hypotheses. Adopting a survey design, it used a sample of 250 teachers from 10 out of 16 secondary schools in Calabar Municipal Local Government. A researcher-developed instrument called Digital Competency Questionnaire (DCQ) was used in data gathering. The DCQ was validated by three experts, and its reliability was established to be 0.86. Findings of the study indicated that the levels of digital competencies of teachers in the use of SNSs and general usage of SNSs by teachers are moderate. It also revealed that the level of application of SNSs in the teaching-learning process is low. Results of the study also indicated significant differences in the level of digital competencies in the use of SNSs based on gender; and in the level of application of SNSs in the teaching-learning process based on age category of teachers. Recommendations were made to the guidance counsellor to improve these levels and bridge the established gaps based on gender and age category of the teachers." EYO, MFON/0000-0003-2324-9549 2331-186X 2016 3 UNSP 1128134 10.1080/2331186X.2015.1128134 WOS:000385721900001 J "de la Iglesia, JCF; Morante, MCF; Lopez, BC" "Fernandez de la Iglesia, J. Carmen; Fernandez Morante, M. Carmen; Cebreiro Lopez, Beatriz" DEVELOPMENT OF AN ICT COMPETENCES QUESTIONNAIRE FOR TEACHERS ACROSS DIFFERENT EDUCATIONAL LEVELS PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION Actually, the competence to integration ICT in class skills have become in necessary for the teacher in their professional practice. In this research we have developed and validate a questionnaire for to assess the ICT skills of teachers in different educational levels through a confirmatory factorial analysis. This instrument covers technical skills, educational environment and design digital material and learning environments. Could be useful to research in educational technology area and how starting point for design educational continue programs in ICT for the teachers. "Fernandez Morante, Carmen/J-8942-2017; Cebreiro, Beatriz/R-6081-2017" "Fernandez Morante, Carmen/0000-0003-4398-3361; Cebreiro, Beatriz/0000-0003-2064-915X" 1133-8482 2171-7966 JAN 2016 48 135 148 10.12795/pixelbit.2016.i48.09 WOS:000383252100010 J "Gil, JMS; Petry, PP" "Sancho Gil, Juana M.; Padilla Petry, Paulo" Promoting digital competence in secondary education: are schools there? Insights from a case study JOURNAL OF NEW APPROACHES IN EDUCATIONAL RESEARCH "In recent years, a large number of educational systems, following the recommendations of international organisations, have introduced a competence-based emphasis into their traditionally subject-based curriculum. This move, beyond what any document can deal with, does not seem to find its way into everyday school practice easily or with instant results. This paper explores encounters and clashes between policy and practice regarding a competence-based curriculum framework. We refer firstly to the notions about information processing and digital competence held by international organisations and the Spanish and Catalan Ministry of Education, and the implications of said notions for teaching. Then, from evidence collected through class observations, interviews with students and teachers, and documents analysis in a case study, we draw on four teaching and learning scenarios where ICT is regularly used. Promoting students' digital competence is one of the key competences prescribed in the curriculum; however, our study showed that the backgrounds and educational views of teachers, as well as the teaching culture and organisation of schools, should be deeply challenged to foster this competence." 2254-7339 JAN 2016 5 1 57 63 10.7821/naer.2016.1.157 WOS:000382830000010 J "Garcia-Perez, R; Rebollo-Catalan, A; Garcia-Perez, C" "Garcia-Perez, Rafael; Rebollo-Catalan, Angeles; Garcia-Perez, Curro" The relationship between teacher training preferences and their digital skills on social networks BORDON-REVISTA DE PEDAGOGIA INTRODUCTION. Several international reports have revealed the importance of teacher education in ICT as a key factor to innovation and educational improvement. Recent studies analyze the teachers' skills to take advantage the educational potential of these tools. In this paper, we try to study the relation between teachers' training preferences and their digital skills in social networks, allowing us to discover which of the strategies for teacher education are the most effective to achieve an advanced level of digital competence. METHOD. We have carried out a research based on a survey to 1701 teachers from 114 schools in the area CEP Algeciras-La Linea, Cadiz (Andalucia, Espana). Two scales were applied to measure digital competences and learning preferences, which got reliability coefficients of .92 and .82 respectively. RESULTS. Teachers show a moderate level of digital skills, of which teaching skills are the less developed. Teachers with a good attitude towards the combined use of all training strategies and teachers, who prefer collaborative learning strategies and independent learning jointly, are those that express an advanced level of digital competence. We didn't observe differences in digital competence of teachers depending on gender but we found them depending on age. DISCUSSION. These results are consistent with other research on teacher education in ICT, which show deficiencies in teacher education in order to do a better pedagogical use of ICT. This research provides some evidences which allow us to extract conclusions to guide teacher training in ICT. Rebollo-Catalan, Maria-Angeles/E-9322-2013 0210-5934 2340-6577 2016 68 2 SI 137 153 10.13042/Bordon.2016.68209 WOS:000382818200009 J Silva, LD Silva, Luciana de Oliveira Focus on digital competence: teaching practice with virtual environment support ILHA DO DESTERRO-A JOURNAL OF ENGLISH LANGUAGE LITERATURES IN ENGLISH AND CULTURAL STUDIES This paper, a fragment of a doctorate research, aims at investigate possibilities for building collaborative approaches to / from the virtual environment, contributing to the development of teacher in training technological competence as well as the functionality of this space as a locus of reflection among teachers in training and as an educational resource for the supervised training. Complexity Theory guides the investigation, together with the concept of Digital Competence (KRUMSVIK, 2008, 2011). The study has a qualitative nature, adopting the virtual ethnography principles (HINE, 2000). Data collected from online interactions among ten pre-service teachers in a course at FALE/UFMG, from the researcher's notes and from a questionnaire show, among other things, that the virtual learning environment has the necessary basis for knowledge construction, creating good space for interaction, collective construction and reflection. Silva, Luciana/0000-0001-8109-2389 0101-4846 2175-8026 2016 69 1 127 140 10.5007/2175-8026.2016v69n1p127 WOS:000377804200009 J "Escoda, AP; Conde, MJR" "Perez Escoda, Ana; Rodriguez Conde, Maria Jose" Evaluation of the self-perceived digital competences of the Primary School Teachers in Castilla and Leon (Spain) RIE-REVISTA DE INVESTIGACION EDUCATIVA This article presents some results of a broader research that conducts a diagnostic study on self-perception of Primary School Teachers of Castilla-Leon about their digital skills. Firstly, it is presented a theoretical analysis of these competencies and their development among Teachers from different fields. Secondly, we expose the methodological part of the study, presenting data set corresponding to the block II of the questionnaire: Teachers' self-perception on digital competences, with technical guarantees of proven reliability and validity. According to the validation process, it is confirmed that the scale used is valid and reliable. The sample consists of 63 Primary Education Teachers of Castilla and Leon, from 9 rural and urban schools, belonging to 8 provinces. The selection of variables and the construction of items have been made reviewing the last international assessments in the field of digital skills. Finally, the comprehensive statistical analysis of the results reflects a lack of digital skills for pedagogical use, which implies to rethink the Teacher's training policies in this field. "Rodriguez-Conde, Maria-Jose/B-8279-2011; Escoda, Ana Perez/M-7280-2015" "Rodriguez-Conde, Maria-Jose/0000-0002-2509-1901; Escoda, Ana Perez/0000-0002-4895-0043" 0212-4068 1989-9106 2016 34 2 399 415 10.6018/rie.34.2.215121 WOS:000376682800008 J "Sergis, S; Sampson, DG" "Sergis, Stylianos; Sampson, Demetrios G." Learning Object Recommendations for Teachers Based On Elicited ICT Competence Profiles IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES Recommender systems (RS) offer personalized services for facilitating the process of appropriate item selection. To perform this task, user profiling mechanisms should be implemented to automatically construct and update meaningful user profiles. These profiles can drive the RS in providing informed recommendations suited to the unique characteristics of each user. In the context of technology enhanced learning (TeL) Recommender Systems, the majority of research focus directly on learners' profiling and ignore the potential benefits of profiling teachers' professional capacities too. As a result, limited previous works exist on effectively capturing and utilizing individual teachers' particular professional characteristics, such as their Digital Competences (commonly referred to as ICT Competences) and exploiting these in systems that support their teaching preparation and practice, for example in the selection of appropriate educational resources. This paper proposes a RS which targets to support teachers in selecting learning objects (LO) from existing LO repositories (LORs) in a unified manner, namely by (a) automatically constructing their ICT Competence Profiles based on their actions within these LORs and (b) exploiting these profiles for more efficient LO selection. Experiments with data from three real-life LORs are presented and evaluation results are discussed to demonstrate the benefits of the proposed system. Sergis, Stylianos/0000-0002-3540-166X 1939-1382 JAN-MAR 2016 9 1 67 80 10.1109/TLT.2015.2434824 WOS:000373103300008 J "Instefjord, E; Munthe, E" "Instefjord, Elen; Munthe, Elaine" Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula EUROPEAN JOURNAL OF TEACHER EDUCATION This article focuses on integration of digital competence in curriculum documents for teacher education in Norway. A model inspired by the work of Zhao, Pugh, Sheldon and Byers, as well as Krumsvik and Mishra and Koehler, has been developed as an analytical framework. Teachers' digital competence is here understood as comprising three knowledge areas: technology proficiency, pedagogical compatibility and social awareness. National guidelines and curriculum regulations, along with programme descriptions from 19 teacher education institutions, have been analysed using this framework. Results indicate that use of technology does not have a prominent position in curriculum documents. There are few binding learning outcomes for the integration of technology, suggesting that digital competence is still not regarded as an important component of teachers' professional competence. By clarifying the content of the concept, 'teachers' digital competence', this article aims to contribute to increasing teacher educators' awareness of which areas of knowledge they integrate into their curricula, what the goal of this knowledge is and which strategies are best suited to help pre-service teachers acquire this knowledge. 0261-9768 1469-5928 jan/01 2016 39 1 77 93 10.1080/02619768.2015.1100602 WOS:000370517700006 J Benade, L Benade, Leon Teachers' reflective practice in the context of twenty-first century learning: applying Vagle's five-component post-intentional plan for phenomenological research OPEN REVIEW OF EDUCATIONAL RESEARCH Vagle's 'post-intentional phenomenological research approach' applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger on-going qualitative research programme is framed by the question: What is the influence of the concept of 'twenty-first century learning' on the work of teachers and the strategic actions of leaders at a selection of New Zealand schools? 'Twenty-first century learning' manifests in mandated curricula in the form of the skills, competencies, dispositions and attributes required for productive citizenship. In tandem is the parallel shift to digital pedagogies, increasingly enacted in flexible learning spaces. In interviews, participants considered teachers' reflective practice in relation to teaching and leadership approaches suited to twenty-first century learning. Selected participants further reflected on and responded to these findings. This article demonstrates research in action, and to emphasise the point, should be read following a reading of an earlier article published in this journal [Benade, L. (2015a). Teachers' critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42-54.] "Benade, Leon/W-8444-2019; Benade, Leon/Q-3165-2019" "Benade, Leon/0000-0003-3456-0578; Benade, Leon/0000-0003-3456-0578" 2326-5507 2016 3 1 133 147 10.1080/23265507.2016.1201777 WOS:000445886600007 J "Quiroz, JS; Miranda, P; Gisbert, M; Morales, J; Onetto, A" "Silva Quiroz, Juan; Miranda, Paloma; Gisbert, Mercs; Morales, Julia; Onetto, Alicia" Indicators to Assess Digital Competence of Teachers in Initial Training in the Chile - Uruguay Contex REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC "The teacher is a relevant factor for inserting Information and Communication Technology (ICT) in education. Teachers are required to develop Digital Competence for Teachers (DCT), to use ICT in improving teaching and learning experiences, in addition to promoting digital competences development in girls, boys and young people. DCT should be developed from the beginning of Initial Teacher Training (ITT) for future teachers to successfully include them in the future exercise of their profession. This article presents the preliminary results of the project ""Compared Study of Digital Competencies to Learn and Teach, of Teachers in Training in Chile and Uruguay."" Its objective is to design, validate and apply an instrument to measure DCT in ITT in Chile and Uruguay, to compare results and recommendations to improve training for future teachers of this area. This first stage enabled generating a matrix of indicators as the foundation to build this instrument. The proposed methodology included collecting, organizing and critical assessment as part of the documental investigation. This information was used to design and validate a proposed matrix of indicators to assess DCY in ITT validated by experts in Chile and Uruguay. It includes a total of 14 indicators in four dimensions, achieving relevance of over 75%." 1695-288X 2016 15 3 55 67 10.17398/1695-288X.15.3.55 WOS:000391262300004 J Farisi, MI Farisi, Mohammad Imam DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION "Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS) should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS) as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21). This paper examines and describes academics evolution toward a commitment and further developments in research; 21st-century skills map for the SS; and the implications for developing teachers' competences and teachers' education curriculum." 1302-6488 JAN 2016 17 1 16 30 WOS:000439582800002 J "de Greef, M; Segers, M; Nijhuis, J; Lam, JF; van Groenestijn, M; van Hoek, F; van Deursen, AJAM; Bohnenn, E; Tubbing, M" "de Greef, Maurice; Segers, Mien; Nijhuis, Jan; Lam, Jo Fond; van Groenestijn, Mieke; van Hoek, Frans; van Deursen, Alexander J. A. M.; Bohnenn, Ella; Tubbing, Marga" The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context INTERNATIONAL REVIEW OF EDUCATION Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning literacy, numeracy and digital skills. In order to monitor the progress of literacy, numeracy and digital competencies, it is necessary to develop and validate testing materials for specific competencies. This study validates the testing materials which were developed to assess learners' proficiency in literacy (reading and writing), numeracy and digital skills based on the new Dutch framework. The outcome is that the materials proved valid and can be used in different courses referring to basic skills and adult learning, though there are still some limitations. Besides adult education professionals (such teachers and trainers), policy makers can also use the results of these tests in order to describe and monitor the impact of adult education on the lives of adult learners. 0020-8566 1573-0638 OCT 2015 61 5 655 671 10.1007/s11159-015-9519-4 WOS:000369654800006 J "Hsu, CY; Liang, JC; Su, YC" "Hsu, Chung-Yuan; Liang, Jyh-Chong; Su, Yi-Ching" The Role of the TPACK in Game-Based Teaching: Does Instructional Sequence Matter? ASIA-PACIFIC EDUCATION RESEARCHER Previous studies have suggested that understanding the relationships and developmental paths among TPACK constructs plays a crucial role in teachers' TPACK development process. Researchers (Chai et al., Edu Technol Soc 13(4):63-73, 2010) have found that technological knowledge, pedagogical knowledge, and content knowledge are all significant predictors of pre-service teachers' TPACK. Thus, one of the major concerns that educators may have is, which type of knowledge should come first in an educational technology course in order to enhance the participants' TPACK. This study was conducted to examine the effects of the technology- and pedagogy-oriented course design on improving in-service preschool teachers' technological pedagogical content knowledge-Games (TPACK-G) as well as their acceptance of digital game-based learning. The participants were 49 in-service preschool teachers. They were assigned into a technology- and a pedagogy-oriented group. The results show that when integrating the TPACK-G framework into the preschool context, teachers who were taught with game knowledge first tended to have higher competencies in game knowledge and game pedagogical content knowledge than those who were first instructed with game pedagogical knowledge. 0119-5646 2243-7908 SEP 2015 24 3 SI 463 470 10.1007/s40299-014-0221-2 WOS:000359442200002 J "Calvo, MB; Abad, FM; Garcia, MEH; Conde, MJR" "Bielba Calvo, Marcos; Martinez Abad, Fernando; Herrera Garcia, Maria Esperanza; Rodriguez Conde, Maria Jose" Design of an information literacy competences assessment instrument for secondary education through key indicators selection EDUCATION IN THE KNOWLEDGE SOCIETY The study presented here is a research project integrated into the framework of the R+D+i EDU 2012-34000, which plans to carry out an assessment of the development of key competences in students and teachers who belong to Secondary Education, and to implement formative programs for the development of key competences based on the use of ICT. This study aims to design and validate an assessment instrument, based on international standards and adapted to the Spanish curriculum that measures the current level of information literacy, for students who belong to Compulsory Secondary Education. In the first phase, the research shows the process of compilation, analysis and comparison of rules handbooks published that are related to the information literacy. In second place, the design of a table of specification, created through to the standards which contain the handbooks of rules, and posteriorly, the comparison between the table of specifications and the curriculum of Compulsory Secondary Education in Spain. Finally, it shows the selection of key standards with numeric criteria. From the application of a non-experimental design of type ex-post-facto, it shows the standards finally selected at the end of the valuation process based on three criteria: international standards, curricular aspects and valuation on behalf of highly qualified judges "Rodriguez-Conde, Maria-Jose/B-8279-2011; Martinez-Abad, Fernando/H-3129-2015" "Rodriguez-Conde, Maria-Jose/0000-0002-2509-1901; Martinez-Abad, Fernando/0000-0002-1783-8198" 2444-8729 SEP 2015 16 3 124 143 10.14201/eks2015163124143 WOS:000434592200008 J "Alvarez, JF; Gisbert, M" "Alvarez, Juan-Francisco; Gisbert, Merce" Information Literacy Grade of Secondary School Teachers in Spain - Beliefs and Self-Perceptions COMUNICAR Information Literacy is one of the dimensions of digital competence and, in today's information and media-based society, it should be a skill that everyone develops, especially secondary school teachers due to their influence on this crucial stage of student development. In this investigation we aim to determine the current level of information literacy of secondary school teachers in Spain. For this purpose we have designed a questionnaire (n=2,656) which is divided into two parts: the first asks questions related to belief and self-perception of information literacy indicators, and the second presents practical cases in which the teachers have to demonstrate their skills in information literacy. The results confirm that secondary school teachers' beliefs show rather high values but that, even if the level of information literacy that the teachers have is acceptable, there are certain aspects of the indicators related to assessment, management and transformation of information in which the teachers display serious shortcomings. This highlights the need to establish a training plan for information literacy for secondary school teachers in Spain. "Herrero, Juan Francisco Alvarez/V-1883-2019; Gisbert Cervera, Merce/K-8618-2015" "Herrero, Juan Francisco Alvarez/0000-0002-9988-8286; Gisbert Cervera, Merce/0000-0002-8330-1495" 1134-3478 1988-3293 jul/01 2015 23 45 187 194 10.3916/C45-2015-20 WOS:000368534800020 J "Cervera, MG; Cantabrana, JLL" "Gisbert Cervera, Merce; Lazaro Cantabrana, Jose L." Professional development in teacher digital competence and improving school quality from the teachers' perspective: a case study JOURNAL OF NEW APPROACHES IN EDUCATIONAL RESEARCH Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality based on the incorporation of ICT. In turn, it addresses the pivotal elements of a training strategy that facilitates the transfer of that strategy to classroom activities and increases the quality of the school as an institution. Lazaro-Cantabrana, Jose L./0000-0001-9689-603X 2254-7339 JUL 2015 4 2 115 122 10.7821/naer.2015.7.123 WOS:000365783000008 J "Martinez, RA; Fernandez, RL" "Avello Martinez, Raidell; Lopez Fernandez, Raul" Digital literacy for teachers in Cuban Tourism and Hotel Management Schools. Some experiences on its development RUSC-UNIVERSITIES AND KNOWLEDGE SOCIETY JOURNAL Digital literacy for teachers has been a widely studied topic in recent years, and several studies have been conducted featuring student-oriented ICT competency models and frameworks. This research aims to develop a teacher-oriented ICT Competency Framework for Cuban Tourism and Hotel Management School instructors, on the one hand, to have reference points or criteria to make an assessment on the actual status of ICT training and, on the other hand, to provide guidelines on ICT training for teachers. The main research method for this paper was document analysis. The proposed model states that ICT training for teachers has to be undertaken on a continuous basis. Incorporating new tools into the teachers' professional environment is a critical matter to be taken into consideration for any type of teacher training model in the 21st century. Furthermore, some examples on the main courses and training sessions that are part of the Teacher ICT Training Research Project are provided. It may be concluded that a teacher-oriented ICT Competency Framework for the context of Cuban Tourism and Hotel Management Schools was attained. Martinez, Raidell Avello/I-4852-2013 Martinez, Raidell Avello/0000-0001-7200-632X 1698-580X JUL 2015 12 3 3 16 10.7238/rusc.v12i3.1994 WOS:000362111200002 J Sola, PA Andrada Sola, Pablo State of the art in teacher training in media education COMUNICACION Y MEDIOS This article gives an account of the state of the art in teacher training in media education in the last decade. In order to give this overview, a corpus of 28 academic papers published between 2005 and 2015 was created. The analysis of these articles shows the main features of the offer and proposals on media education for teachers. Five different approaches of these studies can be identified - digital literacy, skills, needs, beliefs and epistemology - which all underline the importance of training in media education for (future) teachers in order to create a society prepared for the digital era. 0716-3991 0719-1529 JUL-DEC 2015 32 83 99 10.5354/0719-1529.2015.36700 WOS:000453993900005 J "Hepp, KP; Fernandez, MAP; Garcia, JH" "Hepp, Pedro K.; Prats Fernandez, Miquel Angel; Holgado Garcia, Josep" Teacher training: technology helping to develop an innovative and reflective professional profile RUSC-UNIVERSITIES AND KNOWLEDGE SOCIETY JOURNAL "The society of the early twenty-first century is characterized as the knowledge society. Schools cannot afford to remain detached from the fast-moving changes that are taking place and have therefore made innovation one of their main priorities. One of the most profound changes and innovations experienced in the last few years concerns digital technologies. While knowledge and mastery of digital tools and processes are guarantees of equity in the education system, schools also have to face the challenge of making digital tools and applications available to all their pupils without neglecting any aspect of their educational function. At the same time, teachers must also involve themselves in the digital competences that are the unavoidable landmarks of the education of today and of the future. As with other professions in other sectors, being familiar with these digital tools and processes, mastering them and constantly updating them are now components of the teaching profession. When viewing these new learning environments from a general transformational perspective and the technology-related teacher-training perspective, we need to bear in mind the following three dimensions: Firstly, both initial and continuous teaching training programs should largely focus on developing the competences teachers need to use information and communication technologies (ICTs) for teaching purposes. Continuous training should be organized around the teacher's autonomous learning but it should also incorporate a training and implementation strategy that is based on work carried out by teams of teachers. Secondly, the undeniable emergence of new codes and languages that have their origin in digital technologies brings new ways of thinking and doing and new ways of learning and accessing knowledge. It also means that teachers must be prepared to abide by a set of professional ethics and standards that require them to work individually and collectively to conceptualize the educational role that should be played by digital technologies. Thirdly, the signs of the times require us to think about creating teaching center models that incorporate pedagogical innovations and open, flexible, creative, real and participatory digital projects and in which digital technologies can be the best pretext for innovation and for encouraging creativity in the classroom in order to introduce cross-disciplinary and organizational changes and open up schools to the community. These digital projects should make teachers question their individual roles, promote teamwork and involvement with others, generate synergies with other departments and areas as well as other teaching centers and their staff, and, finally, help to realize the dream of being ""networked and web-based""." Fernandez, Miquel Angel Prats/D-5394-2014 Fernandez, Miquel Angel Prats/0000-0002-9542-7888 1698-580X APR 2015 12 2 SI 30 43 10.7238/rusc.v12i2.2458 WOS:000362111000003 J "Badia, A; Meneses, J; Fabregues, S; Sigales, C" "Badia, Antoni; Meneses, Julio; Fabregues, Sergi; Sigales, Carles" Factors affecting school teachers' perceptions of the instructional benefits of educational digital media RELIEVE-REVISTA ELECTRONICA DE INVESTIGACION Y EVALUACION EDUCATIVA This study aims to identify the factors that affect primary and secondary school teachers' perceptions of the potential benefits of digital media for teaching and learning in schools. Various studies have shown that when teachers believe that the use of digital media is valuable for instruction and learning, they are more likely to incorporate their use into teaching practice. Three sets of factors were used as independent variables: the general profile of the school and the teacher, the technological profile of the school, and the technological profile of the teacher. This study used survey data gathered from 702 teachers at 356 primary and secondary schools in Spain. Correlation and hierarchical regression analyses were performed to examine the relationship between the independent variables and teachers' perceptions. The results show a strong relationship between these perceptions and the technological profile of teachers. The factors that best predict the dependent variable are the area of study, digital literacy, ICT training, and the frequency of Internet access, both inside and outside the school. Finally, we suggest that the integration of digital media in the classroom is not an isolated objective to be achieved separately from pedagogical goals, but is closely interrelated with teachers' educational aims. "Badia, Antoni/K-2640-2017; Meneses, Julio/L-4604-2014" "Badia, Antoni/0000-0003-1294-8061; Meneses, Julio/0000-0003-4959-456X; Fabregues, Sergi/0000-0003-1141-7613" 1134-4032 2015 21 2 1 10.7203/relieve.21.2.7204 WOS:000371441800001 J "Soldatova, GU; Shlyapnikov, VN" "Soldatova, G. U.; Shlyapnikov, V. N." Digital Competence of Russian School Teachers PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE This article presents the results of digital competence study in different types of pedagogical stuff of Russian educational organization (informatics teachers - 140 participants, subject teachers - 145 participants, other categories - 112 participants) in comparison to the results of all-Russia digital competency study among schoolchildren and parents (2013). We use Index of Digital Competency to assess the digital competence of schoolteachers. The results shows that schoolteachers significantly exceed schoolchildren and parents in digital competency (F(2)= 32,03, p<0,001), in frequency of internet-usage (chi(2)(14)= 597,61, p<0,001), in time spent in the Internet everyday (chi(2)(14)= 472,83, p<0,001). Also they prefer other types of devices for internet-activities. Informatics teachers significantly exceed other teachers in digital competency (F(2)= 14,18, p<0,001). These results let make the conclusion that modern schoolteachers are able and ready to improve their pupils' digital competency by means of different ICT. 1814-2052 2311-7273 2015 20 4 5 18 10.17759/pse.2015200401 WOS:000370256400001 J "Engen, BK; Giaever, TH; Mifsud, L" "Engen, Bard Ketil; Giaever, Tonje Hilde; Mifsud, Louise" Guidelines and Regulations for Teaching Digital Competence in Schools and Teacher Education: A Weak Link? NORDIC JOURNAL OF DIGITAL LITERACY Teacher education has recently been criticised for not fulfilling its obligation to adequately prepare teachers to utilise digital tools in the classroom. In this paper, we raise the question of why Norwegian teacher education does not prepare student teachers to integrate digital tools into their teaching as required by the Norwegian curriculum. We question the formal premises governing the development of digital competence in teacher education and how they correspond with the requirements of the Norwegian national education curriculum. To gain insight into this question, we analysed how digital competence is presented in the official key documents that create the framework for teacher education, and compared them to the requirements of the Norwegian National Curriculum. Our findings indicate that there is a weak link between the curriculum and the premises for digital competence in teacher education. "Engen, Bard Ketil/X-6161-2019; Engen, Bard Ketil/X-5923-2019" "Engen, Bard Ketil/0000-0003-2446-8866; Engen, Bard Ketil/0000-0003-2446-8866" 0809-6724 1891-943X 2015 10 2 69 83 WOS:000436020500002 J Rolf E., Knutsson O., Ramberg R. An analysis of digital competence as expressed in design patterns for technology use in teaching British Journal of Educational Technology Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching. © 2019 British Educational Research Association 2019 J Brevik L.M., Gudmundsdottir G.B., Lund A., Strømme T.A. Transformative agency in teacher education: Fostering professional digital competence Teaching and Teacher Education [No abstract available] 2019 J López-Belmonte J., Pozo-Sánchez S., Fuentes-Cabrera A., Trujillo-Torres J.-M. Analytical competences of teachers in big data in the era of digitalized learning Education Sciences The progress of technology in the field of education has led to the development of new professional skills in the teaching community, such as digital competence. Likewise, it has propagated the appearance of new learning environments mediated by technological resources that favor the generation of a large volume of data, known as Big Data, derived from the interactions of educational agents in virtual environments. This study aims to determine the level of digital competence in the informational area of teachers and to determine the projection of Big Data in them. For this study, a descriptive and correlational quantitative method was followed. The study sample consists of 832 Spanish teachers, with data collected through a questionnaire. The results reveal that the teaching staff have a medium level of digital competence in the informational area. The teachers obtained better valuations in the dimensions concerning storage and recovery, postulating themselves as connoisseurs of the Big Data concept to a large extent. In some instances, the teachers affirmed that sometimes they access and interpret the data generated by the digital interactions, transforming it into useful information to improve their teaching processes. Finally, our research shows that the level of digital competence in the informational area influences the degree of knowledge about Big Data. © 2019 by the authors. Licensee MDPI, Basel, Switzerland. 2019 J Tomczyk ?. What Do Teachers Know About Digital Safety? Computers in the Schools The research objective was to determine the level of digital literacy (DL) among teachers. The scope of DL was narrowed to the issue of the safe use of electronic media. The research was conducted using a competency test and diagnostic survey. The following aspects of DL were measured: awareness of the mechanisms of communication with other Internet users and any threats resulting thereof, understanding what sexting is and what is meant by invasion of privacy, knowledge about copyright, ability to verify the credibility of information available online (the least developed area of DL), awareness of cyberbullying and the prevention thereof (the most developed DL skill), and the security of online financial operations. The study was conducted in the second half of 2016 in Poland and was commissioned by the Ministry of National Education responsible for the Bezpieczna+ (Safe+) project. The survey was carried out among 421 lower-secondary school teachers (covering three grades for children aged 12/13 to 15/16) from all over the country. The research results can be generalized at ? = 0.95 level. The teachers surveyed showed different levels of DL. The teachers of technical subjects (including ICT) obtained the best results, whereas natural science teachers scored the lowest. Age was not a determinant of ICT expertise. A low level of DL and safety skills prevailed in the group of teachers who recently began their career in education (trainees). The group of beginner teachers in particular should be given educational support. This research also breaks the stereotype that young teachers have much more advanced DL than older teachers. © 2019, © 2019 Taylor & Francis Group, LLC. 2019 J Hung E.S., Sartori A.S., Marcano B. Factors affecting the use of ICT in elementary school teachers in Colombia [Factores que inciden en el aprovechamiento de las tic de docentes colombianos/as] Prisma Social There are many teacher training programs designed to encourage the use of ICT, but not all have been effective.To deepen this problem, this study analyze the factors associated with the use of ICT resources at an educational level in Colombia. For this, a survey was applied, with 5% confidence and a margin of error of ± 4, to a sample of 602 teachers of Primary Education, of Barranquilla, Colombia.The data allow to observe that factors related to the digital competence and the favorable attitude towards the use of the ICT of the teachers,as well as the institutional support in the incorporation of the TIC in the pedagogical processes in the educative centers, they have a significant statistical relationship with the level of use of ICT in teaching-learning processes. To contribute to a greater use of this type of resources in educational centers, it is necessary to promote spaces that help the promotion of digital skills in teachers, and a greater reflection and participation of these in the decisions of use of ICT in the classrooms. © 2019 Fundacion para la Investigacion Social Avanzada. All rights reserved. 2019 J Hazar E. A comparison between european digital competence framework and the Turkish ICT curriculum Universal Journal of Educational Research The position of information and communication technologies (ICT) in the Turkish compulsory education has been strengthened in the recent years. As well as ICT infrastructure, production of digital content and teacher training initiatives, the recent curricula reforms support the use of digital technologies in many subjects. A separate compulsory ICT course is offered in middle school for the 5 th grades. In order for the citizens to improve digital competence, the European Commission offered a tool known as The European Digital Competence Framework (DigComp). This paper articulates alignment of this theoretical framework with the Turkish ICT curriculum for 5 th grades. A comparison between the DigComp framework and the Turkish ICT course has been carried out using the categories, subcategories and learning outcomes. The study shows that even if the concepts identified in the competence dimensions differ in some way, the standards in the framework and the outcomes in the curriculum are closely related. It has been observed that out of 77 learning outcomes in the Turkish ICT curriculum, 33 are relevant to the DigComp standards but the other 34 are mostly related to the technical aspect of ICT. Some issues regarding netiquette and civic participation are ignored and some of problem solving competences are not attributed in the curriculum as well. © 2019 by authors, all rights reserved. 2019 J Serafín ?., Depešová J., Bánesz G. Understanding digital competences of teachers in Czech Republic European Journal of Science and Theology The aim of this study is to identify the importance of environment and of the users (teachers) in the development of digital literacy, including age, gender and socioeconomic status, which can be considered as important predictors of digital competences. For example, research on gender relations and access to the Internet also shows that men use digital technologies more often and participate in Internet activities in comparison to women. The aim of this study is therefore to identify factors influencing one of the educational process areas in the information society and to give insight into how these processes are influenced by predictors diversity in the context of a digital society, from the viewpoint of teachers, their thinking, skills and behaviour. © 2019, Ecozone, OAIMDD. All rights reserved. 2019 J Helleve I., Grov Almås A., Bjørkelo B. Becoming a professional digital competent teacher Professional Development in Education The aim of this Norwegian study is to focus on challenges and possibilities concerning professional digital competence (PDC) for teacher education encountering students in transition between the position as private and professionals. Students need to gain a self-understanding of who they are and how to react in a profession where there few correct answers- A report from the Norwegian Center of ICT underlines that student teachers should develop PDC. The report says nothing about how this competence should be attained. Working with cases has proved to be a possible way to prepare for future work as teachers. Included in the interviews with focus on previous experiences, are cases with ethical dilemmas concerning teachers’ use of SNS. Findings show that SNS is used for private purposes. Students have experienced negative messages posted in SNS. They have little experience with using SNS for pedagogical purposes and they do not want to be friends with their pupils. Reflection on cases including ethical dilemmas is regarded as a useful way to gain a self-understanding as professional, digital competent teachers. The conclusion is that teacher education should create possibilities for reflection based on personal experiences and cases including ethical dilemmas connected to SNS. © 2019, © 2019 International Professional Development Association (IPDA). 2019 J Anggeraini Y., Faridi A., Mujiyanto J., Bharati D.A.L. The teachers' perceptions on digital literacy competences in EFL classroom Asian EFL Journal Providing digital tools such computer, internet connection, online teaching media in the EFL classroom is not something new. It becomes a need that should be fulfilled to support the teaching and learning process in this digital era. Digital literacy in school practice is the ability to apply digital technology effectively to support digital teaching. The focus of the digital teaching age is not only on the learning facilities, internet access, and online resourses, but also on the readiness of the teachers to be literate in digital technology becomes the most important thing in order to face the digital teaching. This paper aims at exploring the teachers` perceptions on their digital literacy in EFL classroom. The findings showed that English the teachers provided digital tools and online teaching, used social media, and evaluated the downloaded materials and online resources. It can be concluded that the most of the teacher have average category in basic digital literacy competence and intermediate digital literacy competence in which 54% of them have very low ability to guide others in operating a new application dealing with teaching media, 77% teachers have very low ability to create application dealing with teaching, and 84% teachers have high ability to use social media (facebook, whatsup, twitter, etc) in teaching. © 2019 Asian E F L Journal Press. All rights reserved. 2019 J Engen B.K. Understanding social and cultural aspects of teachers' digital competencies Comunicar Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'. © ISSN: 1134-3478. 2019 J Tomczyk ?. Skills in the area of digital safety as a key component of digital literacy among teachers Education and Information Technologies "The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today. © 2019, The Author(s)." 2019 J Olofsson A.D., Fransson G., Lindberg J.O. A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative Educational Studies In Sweden, adequate digital competence has been put in the spotlight due to the Swedish 2017 national strategy for the digitalisation of the K-12 school system. Based on both policy and practice, the aim is to explore teachers’ enacted digital competence in three upper secondary schools in Sweden and thereby provide an empirical account of what the notion ‘adequate’ means in practice. The data consists of interviews with teachers and classroom observations. At an aggregated analytical level, the results are presented as four narrative sub-case descriptions. It is concluded that teachers’ adequate digital competence is flexible in meaning, determined by local contextual conditions and enacted in activities and decisions that are based on the teachers’ own value frameworks. The understanding of ‘adequate’ in this study does not appear to be clarified in the formulations used in the national strategy. © 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2019 J Colás-Bravo P., Conde-Jiménez J., Reyes-de-Cózar S. The development of the digital teaching competence from a sociocultural approach Comunicar Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students. © ISSN: 1134-3478. 2019 J Butler D., Leahy M., Twining P., Akoh B., Chtouki Y., Farshadnia S., Moore K., Nikolov R., Pascual C., Sherman B., Valtonen T. Education Systems in the Digital Age: The Need for Alignment Technology, Knowledge and Learning "The focus of Thematic Working Group 1 at EDUsummIT 2017 centred on the need for alignment in education systems and was driven by two key questions relating to (a) if and how all the parts of an education system work together to support the type of learning envisioned in the twenty-first century, and (b) if there is alignment, what is the purpose/vision of that education system and does it meet the needs of its learners. Arising from the discussions held, the group advocated the use of a tool such as the UNESCO framework (ICT competency standards for teachers: competency standards modules, UNESCO, Paris, 2008a; ICT competency standards for teachers: policy framework, UNESCO, Paris, 2011) as a way to conceptualize a systemic approach to reform and to enable policy makers and stakeholders in a system to think about ways in which they can align changes with the goals of any proposed reform. Taking the Irish Education system as an example, this paper illustrates how the UNESCO framework has enabled policy makers in Ireland to adopt a systemic approach to policy formulation which aligns educational strategies across a range of elements “to leverage strengths, coordinate investments, consolidate gains, and advance national development goals and visions” (Kozma in Hum Technol Interdiscip J Hum ICT Environ 1(2):117–156, 2005). To counter the potential danger of a top-down imposition of the UNESCO framework, the group also proposed the Educational Vision and Mission Framework (EVMF) as a tool to support system wide (both top-down and bottom-up) reflection on the purposes of schooling in a rapidly changing world. The group concluded that what is defined as the purpose of education should inform alignment and suggest that application of the UNESCO framework and EVMF could enable the necessary alignment to support the educational, social, and economic transformation necessary for the complex connected global world of today and tomorrow. © 2018, Springer Nature B.V." 2018 J Fernández-Cruz F.J., Fernández-Díaz Ma.J., Rodríguez-Mantilla J.M. Design and validation of an instrument to measure teacher training profiles in information and communication technologies [Diseño y validación de un instrumento de medida del perfil de formación docente en tecnologías de la información y comunicación] Revista Espanola de Pedagogia "Introduction: this study is part of a research project concerning the teacher training in information and communication technologies (ICT) profile. Its aim is to develop and validate an instrument for measuring this profile in primary and secondary schools. Methodology: after developing the instrument and administering it to a sample of 1,433 teachers in the Community of Madrid, its reliability, content, and construct validity were analysed (the latter using Structural Equation Models with the IBM SPSS-AMOS program). Results: the reliability analysis gave Cronbach's Alpha = 0.973 for the whole of the instrument. For each dimension this figure was: Curricular Aspects, 0.738; Planning and Evaluation, 0.878; Methodological Aspects, 0.903; Use of ICT, 0.935; and ICT Training, 0.894. The discrimination coefficient values of the final instrument items ranged from 0.33 to 0.74. The Confirmatory Factor Analysis demonstrates a good fit of the model to the data (CMIN/DF = 5,138; CFI = 0,905; RMSEA = 0,056; PRATIO = 0,928). Conclusions: this instrument has therefore shown that it has the necessary technical characteristics to be considered a valid and trustworthy tool for measuring the teacher training profile in ICT. © 2018 Universidad Internacional de la Rioja. All rights reserved." 2018 J Pettersson F. On the issues of digital competence in educational contexts – a review of literature Education and Information Technologies In this review focus is on how digital competence in educational contexts has been addressed in international research over the last 10 years in terms of policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. The analysis shows that although research on digital competence in educational contexts has increased, knowledge on digital competence related to organizational infrastructures and strategic leadership are sparse. The analysis indicated that most research focuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school setting. Based on the review, three suggestions for further research can be provided. Firstly, to address research on organizational infrastructures and digital competent leadership. Secondly, to elaborate on theoretical frameworks that can close the gap between research on policy, organizational infrastructures, strategic leadership as well as teachers and their teaching practices. A third suggestion is for researchers to become involved in the development of new approaches that can enhance digital competence in educational contexts. It can be concluded that digital competence might not benefit from being regarded as an isolated phenomena on the level of single actors. Rather, it can be regarded as an organizational task, influenced and driven by several contextual factors embedded within and across a wider school organization. © 2017, The Author(s). 2018 J van de Oudeweetering K., Voogt J. Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula Curriculum Journal Despite the advocated importance of twenty-first century competences in education, it appears that they are not systematically integrated in national curricula, school curricula and classroom activities. Potential explanations can be found in the current ambiguity of definitions for twenty-first century competences and the absence of educational actors in curriculum development. Responding to both shortcomings, this study aims to explore how teachers’ conceptualization and enactment of twenty-first century competences constitute dimensions that can inform curricular guidelines. An exploratory factor analysis of teachers’ self-reported classroom activities that foster students’ twenty-first century competences was conducted. The data comprised responses of 2,804 primary- and secondary-school teachers to a web-survey about the perceived occurrence of specific classroom activities targeting twenty-first century competences. Results suggested six coherent dimensions of classroom activities that foster twenty-first century competences: digital literacy, innovative thinking, critical thinking and communication, (digital) citizenship, self-regulated learning, and (computer-supported) collaborative learning. Nevertheless, there were substantial interrelationships among the six dimensions. This demonstrated that teachers did not perceive twenty-first century competences to be fostered by disconnected classroom activities, but that they already have a more integrative conception of the curricular innovation. The implications of these findings for curricula, teaching practice and research are discussed. © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2018 J Escudero J.-M., Martínez-Domínguez B., Nieto J.-M. ICT in continuing teacher training in the Spanish context [Las TIC1 en la formación continua del profesorado en el contexto español2] Revista de Educacion Teacher professional development is a key factor in the educational integration of ICT, a school challenge in the digital age. It is not enough for teachers to be trained in new technologies, but professional development programmes must be in line with already proven theoretical and empirical knowledge in this field. This article is part of broader research on the continuing education of compulsory education teachers in the Spanish context and the presence and treatment of digital resources and educational competencies in it. The theoretical framework is based on relevant and up-to-date literature that justifies the objectives pursued: to study and evaluate ICT in official training policies, the underlying teacher model and the degree to which the schools and the administration promote projects of reflexive, collegial and sustained pedagogical renewal. The methodological approach adopted is interpretive and includes field and case studies with combined instruments: questionnaires, documentary analysis, interviews and classroom observations. The qualitative and quantitative data, obtained in Teacher Training Centres and schools in several Autonomous Communities, have been analysed and discussed. There are disparate conclusions, many of them critical of the relationship between ICT and the contents, the methodologies, the teaching-learning process, as well as its impact on the teaching-learning processes and on students. The well-founded proposals put forward to a call for an improvement in continuous training, focusing on the educational integration of ICTs, a profound reconstruction of the curriculum and the pedagogical renewal, and the creation of conditions and support that foster teacher collaboration in school projects. It also calls for public and systemic policies that are coherent and committed to the fair and equitable integration of the digital competencies in education. © 2018, Ministry Education and Science. All rights reserved. 2018 J Fernández Cruz F.J., Fernández Díaz M.J., Rodríguez Mantilla J.M. The integration process and pedagogical use of ICTs in Madrid schools [El proceso de integración y uso pedagógico de las tic en los centros educativos Madrileños] Educacion XX1 Introduction: Schools are making significant efforts to incorporate ICTs to their classrooms. However, integration requires structured projects that have an impact not only on infrastructure and resources, but also on plans for techno-pedagogical training, methodological innovation, leadership, management and coordination so that they can achieve their goal of improvement. This study aims therefore to analyze the characteristics of primary schools and secondary schools in the Community of Madrid, and the level of ICT skills among teachers to identify their needs. To do so, this study will be theoretically framed in the UNESCO Standards Teacher Training in ICT. Methodology: In order to fulfill these intentions, we have applied a questionnaire that allows us to determine which are the characteristics of the centers that influence in the profile of teachers and their digital skills effectively, making the process of integration and pedagogical use of ICT more effective. Results: In this study it is evident that teachers still do not have the digital skills needed to work with ICTs in the schools that were analyzed. Conclusions: The results suggest that the key aspects that affect the process of implementation and integration of technologies in a school are training in digital skills, techno-pedagogical coordination, methodological application designed from the school curriculum as well as effective leadership that would create a climate of acceptance towards technology as an element of educational innovation. In addition, these schools must make a major effort, through a techno-pedagogical project of integration, to equip their classrooms with the appropriate resources and organization/coordination in order to incorporate innovative learning activities in the classrooms. © 2018, Universidad Nacional de Educacion a Distancia. All rights reserved. 2018 J Hernández Suárez C.A., Prada Núñez R., Ramirez Leal P. Current perspectives of teachers of elementary and middle education about the application of the technological competences in the classroom [Perspectivas actuales de los docentes de Educación Básica y Media acerca de la aplicación de las Competencias Tecnológicas en el aula] Espacios Even though ICTs have not been created for educational purposes, they have become, in time, powerful tools in the field of education, which has enthusiastically and Committed as a fundamental content in the formation of the citizens that the societies of the third millennium demand. This work reports an investigation whose purpose has been to seek information about the way in which the teachers of Basic Education and Media perceive their adaptation of the TIC to their teaching work to adjust to the new realities and expectations of the societies of digital natives. To this end, a group of in-service teachers has been interviewed in depth. These interviews have been treated using Atlas-ti to obtain the emergent dimensions and categories. The results show that teachers conceive of four basic dimensions in which ICTs are paramount. © 2018.Las TIC a pesar de no haber sido creadas con fines didácticos, se han convertido con el tiempo en poderosas herramientas en el campo de la educación, que las ha incorporado de modo entusiasta y comprometido como contenido fundamental en la formación de los ciudadanos que las sociedades del tercer milenio reclaman. Este trabajo da cuenta de una investigación cuyo propósito ha sido procurar información acerca del modo en que los docentes de Educación Básica y Media perciben su adaptación de las TIC a su trabajo docente para ajustarse a las nuevas realidades y expectativas de las sociedades de nativos digitales. Para ello se ha entrevistado a profundidad a un grupo de docentes en ejercicio. Estas entrevistas han sido tratadas mediante Atlas-ti para la obtención de las dimensiones y categorías emergentes. Los resultados muestran que los docentes conciben cuatro dimensiones básicas en las que las TIC resultan primordiales. © 2018. 2018 J Escobar Zúñiga J.C., Sánchez Valencia P.A. Conceptual limitations for the evaluation of digital competence [Limitaciones conceptuales para la evaluación de la competencia digital] Espacios Flexibility and adaptability are two characteristic dimensions of training processes in environments mediated by ICT. These dimensions are generating changes in student teacher relations, which modify the pedagogical processes, and within these the evaluation is a component that still requires a lot of attention due to the new relational conditions. In this product of documentary research, it has been considered to focus the reflection, in the literary review on the digital competence identifying some difficulties referenced on the evaluation. © 2018.La flexibilidad y la adaptabilidad son dos dimensiones características de procesos formativos en ambientes mediados por las TIC. Estas dimensiones están generando cambios en las relaciones docente estudiante, que modifican los procesos pedagógicos, y dentro de estos la evaluación es un componente que aún requiere de mucha atención por las nuevas condiciones relacionales. En este producto de investigación documental, se ha considerado centrar la reflexión, en la revisión literaria sobre la competencia digital identificando algunas dificultades referenciadas sobre la evaluación. © 2018. 2018 J Ramírez-Montoya M.-S., Mena J., Rodríguez-Arroyo J.A. In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course Computers in Human Behavior "Digital Competence (DC) is considered a driver for educational innovation since its immediate result is the production of new digital media resources for teaching such as Open Educational Resources (OER). This study aims to determine teachers' DC through their participation in a MOOC training course and establish the extent to which DC better enables the production of OER. A group of 863 in-service teachers participated in the study. A 26-item validated questionnaire on DC and the use of OER was delivered to participants, and course facilitators' weekly reports were collected. An ordinal logarithmic regression was conducted to verify whether teachers who hold positive self-perceptions of DC are more prone to using OER in their teaching. Mean differences between traditional teaching and online teaching were also tested. Reports were content analysed using a SWOT matrix. Our model predicts that only in-service teachers that perceive themselves as digital experts can reach an intermediate level in the production of OER. Furthermore, online teaching significantly favours teachers' DC but is highly significant in OER production. The main implication is that training teachers' DC is required to prepare teachers for the use of OER; however, teacher education should first address teachers’ actual level of performance. © 2017" 2017 J Drossel K., Eickelmann B. Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills Large-Scale Assessments in Education The increasing availability of new technologies in an ever more digitalized world has gained momentum in practically all spheres of life, making technology-related skills a key competence not only in professional settings. Thus, schools assume responsibility for imparting these skills to their students, and hence to future generations of professionals. In so doing, teachers play a key role with their competences in using new technologies constituting an essential prerequisite for the effective implementation of such skills. As models of school development and school effectiveness found teacher professionalization to be a key element with regards to student achievement as well as teachers’ in-class use of new technology, the present research project conducts secondary analyses using data from the IEA International Computer and Information Literacy Study 2013 (ICILS 2013) regarding internal and external teacher professionalization. Particular emphasis is placed on the implementation of new technologies in class in a comparison between the education systems of Germany and the Czech Republic. A Latent Class Analysis serves the purpose of establishing a teacher typology with regards to technology-related professional development. This typology is subsequently used for further analyses of additional factors that show a correlation with the teachers’ use of computers in class. These include the teachers’ ICT self-efficacy and their emphasis on teaching ICT skills. The results show two different types of teachers across both countries. Teachers who participate in professional development use computers more frequently in class, put more emphasis on teaching ICT skills and have a stronger sense of ICT self-efficacy. When comparing teachers in Germany and the Czech Republic, teachers in Germany who participate in professional development consider themselves more ICT self-efficient, while teachers in the Czech Republic use computers more often and put more emphasis on teaching ICT skills compared with their colleagues in Germany. © 2017, The Author(s). 2017 J Cacheiro-González M.L., Sánchez-Romero C., González-Lorenzo J.M. Digital teacher competence Turkish Online Journal of Educational Technology The acquisition and updating of digital teacher competence is a requirement in the knowledge society. There are many possibilities offered by ICT for teacher training. A typology of web resources is presented based on information (general video channels, …), collaboration (blog, wiki, …) and learning (ePortfolio, PLE, educational video channels, …) categories, that can help to plan the teaching practice. Several proposals have been made to systematize the levels of acquisition of digital teacher competences: ICT Competency Standards for Teachers (ICT-CST) (UNESCO, 2008), and ICT Competencies’ Pentagon (MEN, 2013). In addition, teachers have at their disposal a variety of technopedagogical models for the technology integration in educational contexts, like for example: Technical, Pedagogical and Content Knowledge Model (TPACK) (Mishra & Koehler, 2006), and Substitution, Augmentation, Modification and Redefinition Model (SAMR) (Puentedura, 2014). Finally, some strategies with ICT Resources are proposed to be implemented in distance learning contexts. © The Turkish Online Journal of Educational Technology. 2017 J Instefjord E.J., Munthe E. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education Teaching and Teacher Education The present study focuses on the integration of professional digital competence in initial teacher education programmes. Data analysed are from three national questionnaire surveys conducted among teacher educators, mentor teachers and pre-service teachers in Norway. The study shows that there are weak positive correlations between positive management, management's development support, and teacher educators' digital competence, but stronger positive correlations between teacher educators' self-reported efficacy and digital competence. Results are discussed in relation to teacher education's role in qualifying for professional work in digital classrooms. © 2017 Elsevier Ltd 2017 J Spiteri M., Chang Rundgren S.-N. Maltese primary teachers’ digital competence: implications for continuing professional development European Journal of Teacher Education Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of the teacher to develop this digital competence (DC) in the classroom. The aim of this research was to investigate Maltese primary class teachers’ DC and to recommend new training on technology integration in teaching practices. Semi-structured individual interviews with 26 primary teachers (23 females and three males) and the teaching material used in the classroom were the sources of data in this study. Directed content analysis was applied, where a new area in DC, the creation of modes of communication, was revealed. Recommendations for teacher training in the areas of DC are suggested. © 2017 Association for Teacher Education in Europe. 2017 J Jiménez-Pitre I., Vesga A.M., Martelo R.J. Evaluation of the technological competences of the teachers of the Integrated Institute San Bernardo of the municipality of Floridablanca, Santander, Colombia [Evaluación de las competencias tecnológicas de los docentes del Instituto Integrado San Bernardo del municipio de Floridablanca, Santander, Colombia] Espacios The present research aims to evaluate the technological competencies of the teachers of the Integrated Institute of San Bernardo. For this, a questionnaire composed of 36 items was designed, whose validity was determined by the judgment of five experts. For the analysis of the data, descriptive statistics were applied, with a scale for arithmetic means. The results indicate that teachers have limited knowledge about basic concepts in the use of ICT, especially software and internet management. © 2017. 2017 J Hung E.S., Cobos J.V., Sartori A.S. Factores determinantes del aprovechamiento de las TIC en docentes de educación básica en Brasil Un estudio de caso Perfiles Educativos "The aim of this paper is to establish and analyze the factors of competency, attitude, and school environment associated with use of information and communication technologies (ICTs) among teachers in Brazil. It takes as a reference point the data gathered by the Brazilian team behind the project ""Factors associated with the level of use of ICTs as a teaching and learning tool in state education institutions in Colombia and Brazil. The case of Barranquilla and Florianopolis"", which provided the results presented here. 576 surveys were applied, with a 95 percent confidence level and a margin of error of ± 4, to public elementary school teachers in Florianopolis, Brazil. The principal results indicate a low level of use of ICTs in teaching and learning processes among teachers assessed." 2016 J Instefjord E. Appropriation of digital competence in teacher education Nordic Journal of Digital Literacy The aim of the article is to explore opportunities for appropriation of digital competence in teacher education. Digital competence is knowledge, skills and attitudes required in order to use technology critically and reflectively in the process of building new knowledge. According to Wertsch learning to use a cultural artefact is characterized by two processes: mastery and appropriation. The article reports from a case study of two teacher education institutions. Findings indicate that the same challenges are found in both institutions: the conflict between mastery and appropriation, and between personal and educational use of technology, and the resistance towards technology among some teacher educators. The results signify that in order to create opportunities for appropriation of digital competence and encourage use of technology as part of pre-service teachers' professional didactic competence, technology should be better integrated as pedagogical tools for teaching and learning in all subjects in the teacher education programmes. © 2015 Author(s). 2015 J Kroksmark T. Teachers’ subject competence in digital times Education Inquiry The study aims to generate new knowledge regarding how subject teachers in children's and young people's education conceive of the didactic relationship between their own subject knowledge and the computer's infinite possibilities concerning information and knowledge. The theoretic frames of the study lie within modern phenomenology with special inspiration from the concept of the life-world. This applies to both the relationship among subject knowledge, technology and human beings, and the theory of science and methodological instrumentation and analysis. The empirical turn of the life-world phenomenology makes it possible to collect data through research interviews. The study comprises 41 teachers in five different schools who have worked in One-to-One environments for varying lengths of time, between 24 and 36 months. The analysis of the interviews shows that the teachers perceive and distinguish 11 different qualities compiled in three main categories where they describe the didactic relationship between their own subject knowledge and the computer's infinite potential concerning information and knowledge. © 2015, © 2015 Tomas Kroksmark. 2015 J Perzycka E. Teachers’ learning processes of information competences in the network society – Proposed theoretical and methodological solutions New Educational Review Dynamic changes characteristic of modern societies, especially those involved heavily in technological transformation create special conditions for adaptation of the network environment to the needs of education. The introduction to this article discusses contexts of the issue as a precondition resulting from the threat of digital divide of teachers. Then, the paper includes considerations on the conditions of the constitution of information literacy as a result of the revision of theory and practice. It proposes a process of examination of teacher information literacy in the digital environment in the perspective of hermeneutic methodology. Conclusions provide the proposal to include research on the development of teacher information literacy in the process of the network society formation. © Wydawnictwo Adam Marsza?ek Toru? 2015. 2015 J Ronchetti M., Chiozzi G., Gris R. eSchooling: An ICT-based approach to competence-based education Encyclopaideia We present the eSchooling project, which aims at supporting the introduction of a nce-based approach to education in schools, leveraging Information Communication Technology. The project supports the whole teaching learning lifecycle, from the didactic project to the assessment, to the metacognitive reflection on the learning process. It supports all involved actors: teachers, students, school directors families. Digital competence of the actors is reinforced both in personal way communicative interaction. 2015 J Hernández-Carranza E.-E., Romero-Corella S.-I., Ramírez-Montoya M.-S. Evaluation of digital didactic skills in massive open online courses: A contribution to the Latin American movement Comunicar The aim of this article is to present an evaluation of digital teaching skills in a project funded by the National Distance Education System (SINED) in Mexico conducted on a Massive Open Online Course (MOOC) which was designed to develop competences in teachers in the distance learning or classroom setting for the integration of open educational resources (OER). The course was conducted by the Regional Open Latin American Community for Social and Educational Research (Clarise), and posed the question: how are distance learning didactic competences using OER developed? The aim was to identify and evaluate how OER were used and the form they took throughout the stages of the open education movement. The study deployed a mixed methodology with instruments such as emailed questionnaires for the MOOC participants, viewing screens in the discussion forums and anecdotal evidence. The results show that MOOC participants were able to develop digital teaching skills, identify how to use OER and how the training process occurs in the open education movement. Constraints to the development of these skills were also seen in the acculturation in the open education movement, as well as limitations on the design of distance learning models that promote these skills and the recognition of informal learning. 2015