Magdalena Claro , Carolina Castro-Grau , Juan Manuel Ochoa , Juan Enrique Hinostroza , Patricio Cabello
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引用次数: 0
摘要
本系统性文献综述概述了 2016 年至 2021 年期间开展的有关在职学校教师数字化能力的定量研究。主要目的是研究如何定义和衡量在职教师的数字化能力,以及影响其发展的解释性因素。综述重点关注 Web of Science、Scopus 和教育资源信息中心等数据库。通过严格的筛选过程,包括搜索条件、纳入和排除标准以及文章质量评估,从最初的 1845 篇文章中筛选出 44 篇。研究结果表明,在职教师数字能力评估通常包括五个方面:(1)规划和准备基于数字技术的课程,(2)使用数字技术来支持教学实践,(3)实施包含学生使用数字技术的课堂活动,(4)利用数字技术来培养学生的 21 世纪技能,以及(5)强调学生的数字技能。此外,该领域的研究倾向于优先衡量在职教师利用数字技术制定教学计划和作为教学资源的能力。对在职教师在指导以学生为中心的活动或培养学生技能方面能力的衡量则较少。解释数字能力的主要因素包括社会人口特征、技术使用、教学实践、经验和对信息与传播技术的态度。总之,研究结果突出表明,有必要就在职教师数字能力的可操作性达成更多共识和具体规 定,并改进测量工具。
Systematic review of quantitative research on digital competences of in-service school teachers
This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus, and the Education Resources Information Center. Through a rigorous selection process involving search terms, inclusion and exclusion criteria, and an assessment of article quality, 44 articles were chosen from an initial set of 1845. Findings reveal that the assessment of in-service teacher digital competence typically encompasses five dimensions: (1) planning and preparation of digital-based lessons, (2) use of digital technologies to support teaching practices, (3) implementation of classroom activities incorporating student use of digital technologies, (4) utilization of digital technologies to foster 21st-century skills in students, and (5) emphasis on student digital skills. Furthermore, studies in the field tend to prioritize the measurement of in-service teacher abilities to use digital technologies for instructional planning and as a teaching resource. There is less emphasis on measuring their competence in guiding student-centered activities or developing students’ skills. The primary factors explaining digital competence include sociodemographic characteristics, technology use, teaching practice, experience, and attitudes towards ICT. In conclusion, the results highlight the need for a greater consensus and specification regarding the operationalization of in-service teacher digital competences, as well as the improvement of measurement instruments.
期刊介绍:
Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.