Abstract

TV has a great power as an educational tool for children. Teachers, politicians, directors, parents and general public should join forces to take advantage of TV as an instrument for learning. Governments, families and schools should work together on making of TV a good educational tool and not the opposite. Because even though TV is a handy and convenient nanny, TV is not Mary Poppins, not at all (...).

Abstract

This contribution reviews the introduction of old and new information communication technologies in Ghanaian education. It points out how the recent proliferation of multi-media technologies in the country has ultimately encouraged the introduction of ICTs in education. However, the author argues that much of the move to introduce these new technologies into schools and colleges has not reflected the need to re-conceptualise teacher education curriculum practices to base its foundations on constructivist ideas about knowledge and its production. Without this, reforms to introduce new information communication technologies in classrooms risk becoming tools that are again used to reinforce old traditions of teaching and learning based on uncritical transmission of knowledge. Finally, the author argues that changes to the teacher education curriculum in Ghana, and elsewhere in Africa, should also reflect the new professional learning identities and learning experiences that ICT and other media communication tools are meant to foster in the classroom.

Abstract

This paper analyzes the links that exist between the perceptions of teachers-in-training regarding the use of digital resources in the Secondary Education classroom and their own methodological and epistemological conceptions. Shulman’s theories continue to largely guide current research on teacher knowledge. However, the impact caused by the new technologies has inspired new approaches like T-PACK, which put the focus on the teachers’ digital competence. In order to address this goal, information has been collected by means of a questionnaire implemented in 22 universities, 13 Spanish (344 participants) and 9 British (162 participants). The analysis of data was conducted along three phases: a) examination of the structure of assessments regarding the usefulness of digital resources by analyzing latent classes; b) estimation of confirmatory factor models for variable evaluation processes, History as a formative subject and historical competencies; c) estimation of interclass differences by using confirmatory factor models. The results showed four types of response regarding the use of digital resources in the classroom that were polarized about two items: comics and video games. Important interclass differences have likewise been found regarding methodological issues (traditional and innovative practices), as well as less important differences concerning epistemological conceptions and views on the development of historical competencies in the classroom.

Abstract

The use of technologies and the Internet poses problems and risks related to digital security. This article presents the results of a study on the evaluation of the digital competence of future teachers in the DigCompEdu European framework. 317 undergraduate students from Spain and Portugal answered a questionnaire with 59 items, validated by experts, in order to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions and attitudinal patterns). The results show that 47% of the participants belong to the profile of teachers at medium digital risk, evidencing habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as identity, digital “footprint” and digital reputation. The average valuations of each item in the seven categories show that future teachers have an average competence in the area of digital security. They have good attitudes toward security but less knowledge and fewer skills and practices related to the safe and responsible use of the Internet. Future lines of work are proposed, aimed at responding to the demand for a better prepared and more digitally competent citizenry. The demand for education in security, privacy and digital identity is becoming increasingly important, and these elements form an essential part of initial training.

Abstract

Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation.

Abstract

This study analyses the extent to which faculty use the technological resources that make up their Learning Ecologies to encourage their teacher professional development. The interest of this research is the growing impact of Learning Ecologies as a framework to examine the multiple learning opportunities provided by the complex digital landscape. Global data referred to the use of technological resources grouped in three dimensions (Access, Search and Information Management resources, Creation and Content Editing resources, and Interaction and Communication resources) has been identified. In addition, the influence of different variables such as gender, age, years of teaching experience and the branch of knowledge were also examined. The methodology used has been quantitative through a survey. The sample consisted of 1,652 faculty belonging to 50 Spanish universities. To meet the aim of the study, descriptive and inferential analysis (ANOVA) were carried out. On the one hand, it is noted a moderate use of technological resources for professional development and, on the other hand, significant differences are observed on all variables analysed. The results warn of the need to promote, both at individual and institutional level, more enriched Learning Ecologies, in such a way that each teacher can take better advantage of the learning opportunities, provided by the networked society.