Lifelong Learn. 2020, 10, 175-208

https://doi.org/10.11118/lifele20201002175

Knowledge and User Specifics of Digital Competence of Teachers of Human and Social Sciences in Secondary Vocational Education

Jitka Lorenzová, Blanka Jirkovská, Lenka Mynaříková

České vysoké učení technické v Praze, Masarykův ústav vyšších studií, Oddělení pedagogických a psychologických studií, Kolejní 2637/2a, 160 00 Praha 6, Česká republika

Received February 5, 2020
Accepted June 9, 2020

References

1. Admiraal, W., Louws, M., Lockhorst, D. et al. (2017). Teachers in school‑based technology innovations: a typology of their beliefs on teaching and technology. Computers and Education, 114, 57–68. <https://doi.org/10.1016/j.compedu.2017.06.013>
2. Argyris, C., & Schön, D. A. (1996). Organizational Learning II: Theory, Method, and Practice. Reading: Addison-Wesley.
3. Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science (IJRES), 2(2), 359–370. <https://doi.org/10.21890/ijres.81048>
4. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. New York: David McKay Company.
5. Bolick, C. M., Berson, M. J., Friedman, A. M., & Porfeli, E. J. (2007). Diffusion of technology innovation in the preservice social studies experience: results of a national survey. Theory & Research in Social Education, 35(2), 174–195. <https://doi.org/10.1080/00933104.2007.10473332>
6. Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: the digital competence framework for citizens with eight proficiency levels and examples of use. EUR 28558 EN. Luxembourg: Publications Office of the European Union.
7. Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). GeoThentic: designing and assessing with technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316–336.
8. Donnelly, D., McGarr, O., & O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469–1483. <https://doi.org/10.1016/j.compedu.2011.02.014>
9. Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe [online]. Dostupné z: http://bit.ly/1pm1qya.
10. Fraile, M. N., Peñalva-Vélez, A., & Lacambra, A. M. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(104), 1–12.
11. García Martín, J., & García Sánchez, J. J. (2017). Pre-service teachers’ perceptions of the competence dimensions of digital literacy and of psychological and educational measures. Computers & Education [online], 107, 54–67. ISSN 03601315. <https://doi.org/10.1016/j.compedu.2016.12.010>
12. Graziano, K. J. (2018). Preservice teachers’ comfort levels with technology in an online standalone educational technology course. Journal of Teaching and Learning with Technology, 7(1), 70–86. <https://doi.org/10.14434/jotlt.v7n1.23492>
13. Howard, S. K., Chan, A., Mozejko, A., & Caputi, P. (2015). Technology practices: confirmatory factor analysis and exploration of teachers’ technology integration in subject areas. Computers and Education, 90, 24–35. <https://doi.org/10.1016/j.compedu.2015.09.008>
14. Jirkovská, B., Lorenzová, J., Mynaříková, P., & Svoboda, P. (2019). Perception of knowledge in the area of digital competences bys secondary school teachers. 12th International Conference of Education, Research and Innovation, 11.– 13. 11. 2019 (s. 2417–2425). Seville, Spain.
15. Kreijns, K., Van Acker, F., Vermeulen, M., & van Buuren, H. (2013). What stimulates teachers to integrate ICT in their pedagogical practices?: the use of digital learning materials in education. Computers in Human Behavior, 29(1), 217–225. <https://doi.org/10.1016/j.chb.2012.08.008>
16. Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 3, 143–164. <https://doi.org/10.18261/issn.1891-943x-2016-03-02>
17. Kuzminska, O., Mazorchuk, M., Morze, N., Pavlenko, V., & Prokhorov, A. (2018). Digital competency of the students and teachers in Ukraine: Measurement, analysis, development prospects. In Ermolayev, V., Mayr, H. C., Nikitchenko, M., Spivakovsky, A., & Zholtkevych, G. (Eds.) (Eds.), ICT in Education, Research and Industrial Applications: proc. 14th Int. Conf. ICTERI 2018. Volume II: workshops. CEUR-WS.org [online], 366–379.
18. Lee, K. S., Smith, S., & Bos, B. (2014). Pre-service teachers’ technological pedagogical knowledge: a continuum of views on effective technology integration. International Journal of E-Learning & Distance Education, 29(2), 1–18 [online]. Dostupné z: http://ijede.ca/index.php/jde/article/view/887/1540.
19. Liu, S.-H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers and Education, 56(4), 1012–1022. <https://doi.org/10.1016/j.compedu.2010.12.001>
20. Lorenz, R., Endberg, M., & Bos, W. (2019). Predictors of fostering students’ computer and information literacy – analysis based on a representative sample of secondary school teachers in Germany. Education and Information Technologies, 24(1), 911–928. <https://doi.org/10.1007/s10639-018-9809-0>
21. Madsen, S. S., Thorvaldsen, S., & Archard, S. (2018). Teacher educators’ perceptions of working with digital technologies. Nordic Journal of Digital Literacy, 13(3), 177–196. <https://doi.org/10.18261/issn.1891-943x-2018-03-04>
22. Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5–10.
23. Makki, T. W., O’Neal, L. J., Cotten, S. R., & Rikard, R. V (2018). When first order barriers are high: a comparison of second- and third-order barriers to classroom computing integration. Computers and Education, 120, 90–97. <https://doi.org/10.1016/j.compedu.2018.01.005>
24. Maksimovic, J., & Dimic, N. (2016). Digital technology and teachers’ competence for its application in the classroom. Research in Pedagogy, 6(2), 59–71. <https://doi.org/10.17810/2015.35>
25. Martorella, P. (1997). Technology and the social studies: Which way to the sleeping giant? Theory and Research in Social Education, 25(4), s. 511–514. <https://doi.org/10.1080/00933104.1997.10505828>
26. MŠMT (2014). Strategie digitálního vzdělávání do roku 2020 [online]. Dostupné z: http://www.vzdelavani2020.cz/images_obsah/dokumenty/strategie/digistrategie.pdf.
27. Mynaříková, L., Svoboda, P., Jirkovská, B., & Lorenzová, J. (2019). Barriers of secondary school teachers in the use of ICT for teaching. 12th International Conference of Education, Research and Innovation, 11.–13. 11. 2019 (s. 2426–2431). Seville, Spain. Ottestad, G., Kelentrić, M., & Guðmundsdóttir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243–249.
28. Player-Koro, C. (2012). Factors influencing teachers’ use of ICT in education. Education Inquiry, 3(1), s. 93–108. <https://doi.org/10.3402/edui.v3i1.22015>
29. Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356–364. <https://doi.org/10.1016/j.chb.2017.09.010>
30. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. EUR 28775 EN. Luxembourg: Publications Office of the European Union.
31. Rintamäki, K., & Lehto, A. (2018). A digital information literacy course for university teachers: challenges and possibilities. Proceedings of the IATUL Conferences. Paper 4 [online]. Dostupné z: https://docs.lib.purdue.edu/ iatul/2018/infolit/4.
32. Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers and Education, 97, 1–20. ISSN 03601315 <https://doi.org/10.1016/j.compedu.2016.02.014>
33. Sharp, L. A., Coneway, B., & Diego-Medrano, E. (2016). 21st century digital and global teacher preparation efforts: A content analysis of major assignments and assessments in stand-alone children’s literature courses. READ: an Online Journal for Literacy Educators, 2(3), s. 6–21.
34. Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic model of integration of ICT by teachers: competence and use. Educational Technology Research and Development, 66(5), 1165–1187. <https://doi.org/10.1007/s11423-018-9591-0>
35. Svoboda, P. (2012). Profesionalizace klíčových kompetencí řídících pracovníků škol a školských zařízení, modul ICT, 2011–2012. Projekt Centra školského management PedF UK, CZ.1.07/1.3.00/08.0235.
36. Thephavongsa, S., & Qingtang, L. (2018).Exploring the ICT proficiency level among primary and secondary school teachers in Lao PDR. CEUR Workshop Proceedings 2105 (s. 405–416).
37. Van Fossen, P. J., & Waterson, R. (2008). “It’s just easier to do what you did before...”: an update on Internet use in secondary social studies classrooms in Indiana. Theory and Research in Social Education, 36(2), s. 124–152. <https://doi.org/10.1080/00933104.2008.10473369>
38. Vuorikari, R., Punie, Y., Carretero, S., & Van den Brande, L. (2016). The digital competence framework for citizens. Update phase 1: The conceptual reference model. EUR 27948 EN. Luxembourg: Luxembourg Publication Office of the European Union.
39. Zhao, Y., & Bryant, F. L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teachers’ technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, 5(1), s. 53–62.
front cover

ISSN 1804-526X (Print) ISSN 1805-8868 (Online)

Archive