Cristina Miralles-Cardona, Esther Chiner, María Cristina Cardona-Moltó
Vice-Chancellor's Office for Educational Quality and Innovation (Education Sciences Institute) (Award: 4413) and by the Vice-Chancellor's Office for Research and Knowledge Transfer of the University of Alicante (Award; VIGROB-298)
{"title":"Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain","authors":"Cristina Miralles-Cardona, Esther Chiner, María Cristina Cardona-Moltó","doi":"10.7821/NAER.2021.1.611","DOIUrl":"https://doi.org/10.7821/NAER.2021.1.611","url":null,"abstract":"Vice-Chancellor's Office for Educational Quality and Innovation (Education Sciences Institute) (Award: 4413) and by the Vice-Chancellor's Office for Research and Knowledge Transfer of the University of Alicante (Award; VIGROB-298)","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"10 1","pages":"157-174"},"PeriodicalIF":4.5,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47027830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.
{"title":"Spanish Reading Influencers in Goodreads: Participation, Experience and Canon Proposed","authors":"Anastasio García-Roca","doi":"10.7821/naer.2020.7.453","DOIUrl":"https://doi.org/10.7821/naer.2020.7.453","url":null,"abstract":"Nobody doubts the importance of digital influencers when it comes to the selection and acquisition of new products and services. In the specific field of literary reading, literary blogs, booktubers and specialized websites that act as prescribers of reading stand out. This study presents a descriptive research model in which a multivariate analysis of the main sociodemographic characteristics, assessments, readings and activities developed by the 100 most important reading influencers in Spain was carried out. For this purpose, data were taken from the most widely used reading cataloguing platform, i.e. Goodreads. It was found to be mainly about women with a developed reading habit and with an effervescent and extensive experience in literary blogs, thematic social networks, etc. In addition, the results show that the more influencers evolve as readers the more demanding they become more in their assessments, which in turn translates into greater influence. Influencers’ recognition in the platform, therefore, is subject to their reading experience, critical capacity and personal criteria. Finally, it was learned that the canon of authors and works best valued by these relevant users is heterogeneous, although works and authors related to Young Adult Literature and bestsellers predominate to a certain extent.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"153-166"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47483823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Segura-Robles, M. Parra-González, Miguel Ángel Gallardo-Vigil
Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.
在各个教育层次，教师逐渐更多地运用积极的教学方法，有的甚至开展了这方面的研究。本研究的目的是开展一项文献计量学研究，以便深入了解有关教育中积极方法论的科学文献。利用Web of Science收录的2009年至2019年教育领域积极方法论的文献，对文献计量学、合著者索引和合作网络的经典描述进行了分析。最终的数据语料库由513个文档组成。结果表明，这类研究的出版物正在蓬勃发展，表明在短期和中期对这类研究的兴趣越来越大。在这些研究中，英语是主要语言，正如在一般科学文献中所发生的那样。结果表明，目前正在研究的主题范围有限，未来几年可能会有所增长。因此，这类研究在中短期内可以被视为科学界的一个相关研究领域。
{"title":"Bibliometric and Collaborative Network Analysis on Active Methodologies in Education","authors":"A. Segura-Robles, M. Parra-González, Miguel Ángel Gallardo-Vigil","doi":"10.7821/naer.2020.7.575","DOIUrl":"https://doi.org/10.7821/naer.2020.7.575","url":null,"abstract":"Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"259-274"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46422091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.
{"title":"Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School","authors":"Juan Manuel Fernández-Cárdenas","doi":"10.7821/naer.2020.7.529","DOIUrl":"https://doi.org/10.7821/naer.2020.7.529","url":null,"abstract":"Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"194-215"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49241035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Justina Naujokaitienė, Giedrė Tamoliūnė, A. Volungevičienė, J. Duart
Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.
{"title":"Using learning analytics to engage students: Improving teaching practices through informed interactions","authors":"Justina Naujokaitienė, Giedrė Tamoliūnė, A. Volungevičienė, J. Duart","doi":"10.7821/naer.2020.7.561","DOIUrl":"https://doi.org/10.7821/naer.2020.7.561","url":null,"abstract":"Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"231-244"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45100870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.
移动设备的深度渗透和全球影响导致科学界对这一现象的含义进行了彻底的分析。研究人员需要确定它们的真实效果，以及如何最好地利用它们来管理信息和建立知识。本研究考察了最近关于移动学习主题的调查，并对2015-16年在Web of Science研究平台上索引的注册表样本进行了描述性分析。详尽的内容分析揭示了移动学习正在实施的新领域，特别是在外语教学、中等教育中社会互动方法的出现、协作关系形式的演变、明确定义学生档案的工作以及在高等教育中使用虚拟沉浸式和创新空间。本文还强调了与移动学习相关的先前未知的先验问题的存在，例如附带成瘾效应及其对课堂的干扰。最后，我们的研究表明，教师可以接受这些技术建议，并将其纳入他们的策略。事实上，可能有必要改变这个过程，所以这项研究可能是生成和设计创新指南来管理这些形式和内容的开始。
{"title":"Analysis of the Educational Impact of M-Learning and Related Scientific Research","authors":"Javier Fombona, M. Pascual, Miguel Pérez Ferra","doi":"10.7821/naer.2020.7.470","DOIUrl":"https://doi.org/10.7821/naer.2020.7.470","url":null,"abstract":"The deep penetration and global impact of mobile devices has led the scientific community to undertake a thorough analysis of the implications of this phenomenon. Researchers need to determine their true real effect and how they can best be used to manage information and build knowledge. This study has examined recent investigations on the subject of mobile learning and carried out a descriptive analysis of a sample of registers indexed on the Web of Science research platform in 2015-16. An exhaustive content analysis has revealed new areas where M-Learning is being implemented, especially in the teaching of foreign languages, the emergence of social interaction methodologies in Secondary Education, evolving forms of collaborative relationships, work with clearly defined student profiles and the use of virtual immersive and innovative spaces in Higher Education. This paper also emphasizes the presence of previously unknown, transcendent problems associated with M-learning, such as the collateral addiction effect, and its interference in the classroom. Finally, our study suggests that teachers could embrace these technological proposals and include them in their strategies. Indeed, it might be necessary to flip the process, so this research could be the start of the generation and design of innovative guidelines to manage these forms and content.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"167-180"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48312965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper synthesizes the characteristics of university rankings that cause pressure or ‘harassment’ on universities and analyses possible strategies for action that can be carried out in the real context of the three main university rankings (QS, THE, ARWU), suggesting the consequences for the so-called world-class universities and others (which represent 95% of the total). Although there is controversy over the criteria of the university ranking systems, many universities are establishing strategies aimed at adapting to these criteria and indicators and improving their positions. This study concludes that international university rankings should not be a relevant source of information to consider the quality of universities because this can have a negative impact on the development of medium- and long-term policies in higher education and the universities themselves. Universities should concentrate on their mission and must provide valid and reliable information to all stakeholders about the level of achievement of their goals.
{"title":"Universities Under Pressure: the Impact of International University Rankings","authors":"J. Vidal, Camino Ferreira","doi":"10.7821/naer.2020.7.475","DOIUrl":"https://doi.org/10.7821/naer.2020.7.475","url":null,"abstract":"This paper synthesizes the characteristics of university rankings that cause pressure or ‘harassment’ on universities and analyses possible strategies for action that can be carried out in the real context of the three main university rankings (QS, THE, ARWU), suggesting the consequences for the so-called world-class universities and others (which represent 95% of the total). Although there is controversy over the criteria of the university ranking systems, many universities are establishing strategies aimed at adapting to these criteria and indicators and improving their positions. This study concludes that international university rankings should not be a relevant source of information to consider the quality of universities because this can have a negative impact on the development of medium- and long-term policies in higher education and the universities themselves. Universities should concentrate on their mission and must provide valid and reliable information to all stakeholders about the level of achievement of their goals.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"181-193"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41516871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Julio Cabero-Almenara, Rosalía Romero-Tena, Antonio Palacios-Rodríguez
In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.
{"title":"Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: the Use of the Expert Competence Coefficient","authors":"Julio Cabero-Almenara, Rosalía Romero-Tena, Antonio Palacios-Rodríguez","doi":"10.7821/naer.2020.7.578","DOIUrl":"https://doi.org/10.7821/naer.2020.7.578","url":null,"abstract":"In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"275-293"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49330159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.
{"title":"How the Education Community Perceives Cyberbullying: a Comparison of Students, Teachers and Families","authors":"Pablo Bautista Alcaine, Eva Vicente Sánchez","doi":"10.7821/naer.2020.7.554","DOIUrl":"https://doi.org/10.7821/naer.2020.7.554","url":null,"abstract":"This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"9 1","pages":"216-230"},"PeriodicalIF":4.5,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42334430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to know the opinions of pre-service teachers on their digital competence and to determine whether these opinions vary according to gender, branch and perceived level of digital competence. In this study, a cross-sectional survey model was used. In such a context, the study was conducted with 518 pre-service teachers who were studying in different provinces of Turkey. The study used a digital competence questionnaire as a data collection tool. When the results were evaluated, it can be said that the digital competence of pre-service teachers is moderate and that it varies significantly according to gender, branch and perceived level of digital competence. It is thought that the results of this study will guide the researchers as they reveal the needs of the pre-service teachers and contain information about what should be focused on the training or activities to be organized to meet these needs.
{"title":"Digital Competence: A Study from the Perspective of Pre-service Teachers in Turkey","authors":"A. Çebi, I. Reisoglu","doi":"10.7821/naer.2020.7.583","DOIUrl":"https://doi.org/10.7821/naer.2020.7.583","url":null,"abstract":"This study aims to know the opinions of pre-service teachers on their digital competence and to determine whether these opinions vary according to gender, branch and perceived level of digital competence. In this study, a cross-sectional survey model was used. In such a context, the study was conducted with 518 pre-service teachers who were studying in different provinces of Turkey. The study used a digital competence questionnaire as a data collection tool. When the results were evaluated, it can be said that the digital competence of pre-service teachers is moderate and that it varies significantly according to gender, branch and perceived level of digital competence. It is thought that the results of this study will guide the researchers as they reveal the needs of the pre-service teachers and contain information about what should be focused on the training or activities to be organized to meet these needs.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2020-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48425584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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