جستجوی مقالات مرتبط با کلیدواژه « Digital competence » در نشریات گروه « علوم انسانی »

The Internet, as a symbol of the new era of information and communication technologies, plays a crucial role in human development and professional growth. This study aimed to explore how Internet self-efficacy mediates the relationship between digital competence and professional growth in teachers.

The research employed a quantitative approach and a correlational method. The statistical population consisted of teachers in Kermanshah City, with a sample size of 310 teachers selected through available sampling. Data were collected using standardized questionnaires on digital competence, professional development, and Internet self-efficacy. Analysis involved descriptive and inferential statistics, as well as structural equation modeling using SPSS-23 and Smart PLS software.

The study revealed a positive and significant direct impact of digital competence on Internet self-efficacy, on professional growth, and on Internet self-efficacy with professional growth. Additionally, the indirect impact of digital competence on professional development through Internet self-efficacy was positive and significant.

Internet self-efficacy plays a crucial role in predicting the relationship between digital competence and teachers' professional growth. Enhancing digital skills enables individuals to leverage resources on the Internet, while self-efficacy beliefs contribute to professional growth. Recognizing the psychological aspects of self-efficacy is essential in achieving professional goals.

Value: 

This research provides a conceptual model for teacher professional growth based on digital competence, highlighting the mediating role of Internet self-efficacy.

Digital competence includes safe use of information technology, exchange of information and communication and participation through internet networks. Therefore, teachers' familiarity with competences leads to the use and exploitation of these skills as well as their acquisition and strengthening.

Considering that the purpose of the current research is to review the digital competence of teachers in the post-corona era, the research approach is applied qualitative, phenomenological and descriptive method. For this purpose, by using semi-structured in-depth interview technique of perception and lived experience, 27 primary school teachers of Sari city, who were selected by purposeful sampling with maximum changes and criterion-oriented methods, were examined and analyzed. It should be noted that in order to validate the findings, the method of review by members and examination of two external experts was used to control the data. The data was analyzed based on the seven-step strategy of Collaizi.

The research findings in the interview section with primary school teachers showed that teachers' perceptions of digital competencies in the post-corona era include 20 themes (information and digital literacy, creating digital content, digital resources, technology and information skills, digital communication and collaboration, digital interaction, activity Digital team, digital collaboration, digital creativity and innovation, individual empowerment, power of inference, digital behavioral action, teaching and learning, classroom management, teaching methods based on digital conditions, digital evaluation, digital problem solving, data safety and protection, and digital environment. search, digital research and development, increasing knowledge) and 60 sub-themes.

Although Corona caused a big shock to the education system of the country, this shock caused significant growth in different dimensions and in many cases turned into an opportunity. School teachers who add the experience of Corona to their field of possibility, bring a new type of education, teaching, learning, assignment, evaluation, companionship and cooperation to the field in addition to the previous possibilities. Thus, in the post-corona era, new tasks have been assigned to teachers due to digital competences and technological skills, as a result, teachers must have the necessary digital competence and increase their professional credibility.

The purpose of this study is to assess the digital competence of teachers in Yasuj. This research is one of the applied and descriptive survey designs. The statistical population is all primary school teachers in Yasuj, whose number is 512 people, and using a multi-stage cluster random sampling and according to Krejcie and Morgan table, the sample size was 219 people. The digital competency scale of teachers Pozo-Sanchez et al. (2020) was used to collect data. To evaluate the validity and reliability of the scale, item analysis method was used and to measure the reliability, Cronbach's alpha coefficient was used, which shows the validity and reliability. In order to analyze the data, one-sample t-test and SPSS25 software were used. Findings showed that the average digital competence of teachers in Yasuj is higher than the average in three dimensions of information and information literacy, communication and cooperation, creation of digital content and lower in two dimensions of security and problem solving. The results also showed that only the relationship between the age variable and the digital competency variable of primary school teachers in Yasuj was significant and the rest of the relationships were not significant.

Acquiring lifelong learning competencies is a necessity in the age where changes are accelerating so it is expected that ICT play an effective role in achieving this goal. The purpose of this study was to investigate the effect of blended-learning on the students΄ lifelong learning competencies. Quasi-experimental research method was used with pre-test, post-test design with control group. The research community consisted of all undergraduate students in the faculty of education and psychology in university of Birjand in 2017-2018 academic year numbering 214 people. The research sample was selected using available sampling method. The sample size was 30 people who were randomly assigned into experimental and control groups, 30 respectively. Blended method was provided for the experimental group and for the control group in the usual way. Uzunboylu and Hursen’s lifelong learning competence scale was used for collecting data on lifelong learning competencies. The results of covariance analysis also showed that the blended method did not make a significant difference in the lifelong learning competencies of the experimental group compared to the control group. Its’ reasons can be found in academic culture, resources, facilities and the used model.

Digital literacy skills play a central role in the professional growth of teachers, and the educational spaces of schools, as a suitable platform, play an important role in improving the digital skills of teachers. In the schools of the future, technology-based learning is an increasingly influential factor in education. The purpose of this research is to determine and prioritize the criteria and components of digital competency of teachers in the teaching-learning process of future schools.

This study was conducted with an exploratory approach based on a survey strategy using the opinions of experts and pundits in this field. In this research, in order to identify the important criteria and components, the Delphi method was used, and to calculate their weight and priority, the multi-criteria decision-making method of entropy and fuzzy TOPSIS was used.

The findings of the research indicate that the criteria of e-learning, digital resources, digital participation, empowering learners and digital assessment, respectively, will play an important role in the level of individual qualifications and requirements related to technological learning in future school teachers.

In recent years, the need for innovation in the functioning of educational systems has attracted the attention of many experts and planners in the field of education. The present study was conducted with the aim of investigating the mediating role of knowledge architecture of human resources in the relationship between digital competence and innovative performance of elementary school teachers in Yazd city. The descriptive research method and the statistical population included elementary school teachers in Yazd city in the second semester of 1402-1401, among whom 230 people were selected based on the rule of 5 times the number of questions using stratified percentage sampling. In order to collect data, Saedi et al.'s knowledge architecture questionnaire (2018), Bettin et al.'s (2023) digital competence questionnaire and innovative performance questionnaire derived from James and James (2008) and Peniads (2006) questionnaires were used. The research data were analyzed at two descriptive and inferential levels using SPSS statistical software and PLS structural equation software. The research findings showed that there is a positive and significant relationship between digital competence and innovative performance (p<0.05). Also, the knowledge architecture of human resources plays a mediating role in the relationship between digital competencies and innovative performance. The obtained results showed that the digital competence of teachers in schools increases their ability to acquire, store and transfer the required information and knowledge and ultimately causes innovation in their educational performance. Therefore, it is suggested that educational workshops be held to improve and strengthen the digital skills of teachers and to use the necessary systems for knowledge architecture in schools in order to create innovation in the educational performance of schools.

Digital competence is defined as a set of knowledge, skills, strategies, and awareness required when using information and communication technologies. Digitally competent teachers can effectively model and use instructional experiences designed, implemented, and evaluated to engage students and enhance their learning. The aim of the current research was to investigate and identify the lived experiences and perceptions of primary school teachers about the digital skills they needed in the post-Covid-19 era.

This applied qualitative research adopted a descriptive phenomenological approach. For this purpose, 27 primary school teachers in Sari, Mazandaran Province, Iran, were selected through criteria-based purposive sampling with maximum variation, and semistructured in-depth interviews were used to investigate their perception and lived experience of digital competencies. To validate the findings, peer review and two external experts’ opinions were used to examine the data. Data were analyzed based on Colaizzi’s (1969) seven-step analysis method.

The findings in the interview section with primary school teachers showed that teachers’ perceptions of digital competencies in the post-Covid-19 era included 12 themes as follows: digital education strategies, teaching and learning goals in the digital space, digital education infrastructure, cooperation with stakeholders, expansion of technological communication, spiritual influence of teachers in the digital environment, digitization of behavior, orientation towards digitization, digital management system, information skills, content creation skills, skills related to the use of digital tools. The aforementioned 12 themes encompassed 36 sub-themes.

Based on the findings, it can be stated that to advance and improve primary school teachers’ digital competencies, policy-makers and educational planners need to modify the upstream documents in line with the identified components of teachers’ digital competencies. Furthermore, digitally competent teachers and educational technology experts should be invited to equip teachers with digital skills and competencies

This study was conducted to investigate the relationship between digital competence of teachers in Sanandaj and individual and contextual factors.

The present study is correlational and has been done by survey method. The statistical population of this study includes teachers in Sanandaj is equal to 5985 and the sample size in this research is estimated to be 342, the sampling method is available in this research. The data analysis tools of this research.

The findings showed that there is a positive and significant relationship between teachers 'digital competence and individual factors, so that the more the teachers' digital competence increases, the better their individual factors will be and vice versa. There is a positive and significant relationship between teachers 'digital competencies and underlying factors, so that the more teachers' digital competencies increase, the better their underlying factors will be, and vice versa. Digital competence (digital literacy (skills, concepts, approaches, attitudes, etc.), digital use (professional / disciplinary applications), digital transmission (innovation / creativity)), individual factors (professional interaction, selection, training and learning), Underlying factors (assessment, empowerment of learners, facilitating learners' learning) are in a good condition among in-service teachers and have been reported above average.

Conclosion:

 Because digital literacy is as simple as ICT skills, such as the ability to read, write, and calculate, and more advanced skills, it can enable the creative and critical use of digital tools and media. Accordingly, the elements of technical skills, such as literacy and instrumental skills, form the basis, so the rapid development of the competency-based approach and its application in staff development programs, more than anything else, is due to the many benefits and advantages in this The approach lies.

The purpose of this study was to assess digital competence of student-teachers on the the digital transformation in teaching-learning-process by descriptive-quantitative method. statistical population consisted of all 1870 student-teachers of University of Student-Teachers in Qom in the academic year of2019-2020.Sample size was 318students based on Morgan table and stratified random sampling was proportional to size. Data were collected using a questionnaire that was adjusted based on Bond et al. (2018) research. Data analysis was performed with the descriptive statistics (mean and standard-deviation)for the main purpose of the study(Digital-Competency of Student-teachers) and in order to obtain more accurate information at the end, with the effect of gender on digital competence was investigated by inferential statistics(Mann-Whitney U Test).The research results showed that from the students' point of view, computers and search engines are the most useful and moocs and resource management software are the least useful in the teaching-learning process. A significant number of teachers are not familiar with some of the tools in question. Students have reported the highest level of skills in the use of chat applications and social networks and the least skills in the application of statistical software and resource management software. At the end, solutions were proposed to enhance the digital competency of future teachers.

Knowledge is changing and there are many changes in science and technology, so citizens must be updated and upgrade their knowledge and skills. Today lifelong learning is based on competence that has attracted the attention of the learning community. Students' lifelong learning competency is important. There are some scales such as attitudes to lifelong learning, lifelong learner characteristics, education lifelong learning and effective lifelong learning for this purpose. But in this context there isn't scale for measureing students lifelong competencies with rergard to digital competencies in Iran. The aim of this study was to examine the factor structure and reliability of Uzunboylu and Hursen (2011) lifelong learning competence scale.

In terms of data collection quantitative study employing a descriptive-correlational research design were used in this study. The research population was all students in University of Birjand (12,000 students). The sample size is based on a valid general rule for factor analysis is 300 subjects. Accordingly, a sample of 300 students from University of Birjand were selected by multi-stage cluster sampling. In this way, from colleges of science, literature, agriculture, engineering, education-psychology and art three college of education and psychology, agriculture and art were selected. After administrating questionnaire data analyzed using SPSS and AMOS software.

Exploratory factor analysis results identified six components for lifelong learning competencies that explained %49.46 variance of lifelong learning competency constructs. Confirmatory factor analysis Results Separated clearly of 42 items lifelong learning in the 6 Factor using the Appropriate fitness indicators. The findings of the model indicate that the fitness indices are desirable. the Chi-square ratio to degrees of freedom was1.72 which is small and indicating the fit of the model with the data, the comparative fit indicate (CFI), the Fit Fitness indicate (GEI), the Adapted Fitness indicate (AGFI) are 0.85, 0.96 and 0.92, respectively, which expresses the good fit of the model with data. The root mean square error (RMSEA) is also 0.051 which is also the appropriate fit condition for the model. In general, these fitness indices indicate a good fit of the model with research data. Cronbach's alpha coefficient of all items was 0/91 and for subscales self-management, learning how to learn, initiative and entrepreneurship, digital competence, acquiring information and decision-making was between 0/66 to 0/85. For correlation between total score and subscales Pearson correlation coefficient was used. The results showed of the correlation between the subscales of the Persian version and the scale of the whole scale in the range of 0.86 to 0.88. Thus, each of the six sub-scales has a high correlation with the total scale scores.

the scale can be used to assess the competency of lifelong learning and ultimately to improve the quality of education in the digital society. As efforts to improve the quality of education are essential in higher education, and expected students to become independent and lifelong learners. As a result, it can be seen from these scale that the do teaching method at universities develop these competencies.