Permanent training as a predictor of success in the digital competence of Education teachers carrying out the online tutorial action
Abstract
The self-perception in digital competence of teachers has been studied in depth in recent years. However, these studies have rarely focused on the process of tutorial action and how to perform this action digitally between the tutor and the students, the teachers and the family. The main objective is to analyze the incidence of continuing education as a mandatory requirement for self-perception of teachers regarding their digital competence. For this purpose, an ex post facto design was used with a sample of 1069 pre-school and primary school teachers from all over Spain. The results showed that teachers who had previously received training in educational technology had a higher level of competence than those who had not been trained. In addition, the gender of the teachers was not a significant predictor of their level of digital competence in communicating with other teachers or with families, but it was found to be a significant predictor of their level of competence with their students. Finally, the use of digital resources such as Twitter and blogs increased this competence for teachers who already had previous experience, while for those who did not have this experience, the most significant resources were blogs and WhatsApp.
Downloads
References
Aretio, L. G. (2021). COVID-19 and digital distance education: Pre-confinement, confinement and post-confinement. Ried-revista Iberoamericana de Educación a Distancia, 9-32. https://doi.org/10.5944/ried.24.1.28080
Cabero‐Almenara, J., Guillén‐Gámez, F. D., Ruiz‐Palmero, J., & Palacios‐Rodríguez, A. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53(1), 41-57.
Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
De Soroa, J. C. (2020). La orientación educativa al descubierto. Colectivo Orienta.
Ferrada-Bustamante, V., González-Oro, N., Ibarra-Caroca, M., Ried-Donaire, A., Vergara-Correa, D., & Castillo-Retamal, F. (2021). Formación docente en TIC y su evidencia en tiempos de COVID-19. Revista saberes educativos, (6), 144-168. https://doi.org/10.5354/2452-5014.2021.60715
García-Zabaleta, E., Sánchez-Cruzado, C., Campión, R. S., & Sánchez-Compaña, M. T. (2021). Competencia digital y necesidades formativas del profesorado de Educación Infantil. Un estudio antes y después de la Covid-19. EDUTEC. Revista electrónica de tecnología educativa, (76), 90-108. https://doi.org/10.21556/edutec.2021.76.2027
Greenhalgh, S. P., Rosenberg, J. M., Willet, K. B. S., Koehler, M. J., & Akcaoglu, M. (2020). Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. Computers & Education, 148, 103809. https://doi.org/10.1016/j.compedu.2020.103809
Guillen-Gamez, F. D. G., & Mayorga-Fernández, M. J. (2022). Measuring Rural Teachers’ Digital Competence to Communicate with the Educational Community. Journal of New Approaches in Educational Research, 11(2), 323-341. https://doi.org/10.7821/naer.2022.7.1053
Guillén-Gámez, F. D., Linde-Valenzuela, T., Ramos, M., & Mayorga-Fernandez, M. J. (2022). Identifying predictors of digital competence of educators and their impact on online guidance. Research and Practice in Technology Enhanced Learning, 17(1), 1-19. https://doi.org/10.1186/s41039-022-00197-9
Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & Contreras-Rosado, J. A. (2021). Validity and reliability of an instrument to evaluate the digital competence of teachers in relation to online tutorials in the stages of Early Childhood Education and Primary Education. RED. Revista Educación a Distancia, 21(67). http://dx.doi.org/10.6018/red.474981
Guillén-Gámez, F. D., Ruiz-Palmero, J., Sánchez-Rivas, E., & Colomo-Magaña, E. (2020). ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender. Education and information technologies, 25(5), 4575-4589. https://doi.org/10.1007/s10639-020-10176-6
Hordatt Gentles, C., & Haynes Brown, T. (2021). La transición a la enseñanza en línea llevada a cabo por los docentes de América Latina y el Caribe durante la pandemia de COVID-19: desafíos, cambios y lecciones aprendidas. Pixel-Bit, 61, 131-163. https://doi.org/10.12795/pixelbit.88054
Mayor, C. L., & Martinez, A. C. (2019). Acción tutorial y tecnología: propuesta formativa en educación primaria. Revista electrónica interuniversitaria de formación del profesorado, 22(3), 233-249. http://dx.doi.org/10.6018/reifop.22.3.347231
Muñoz-Carril, P.-C., Gonzalez-Sanmamed, M., & Fuentes-Abeledo, E.-J. (2020). Use of Blogs for Prospective Early Childhood Teachers. Educacion XX1, 23(1), 247–273. https://doi.org/10.5944/educXX1.23768
Nochumson, T. C. (2020). Elementary schoolteachers’ use of Twitter: Exploring the implications of learning through online social media. Professional Development in Education, 46(2), 306–323. https://doi.org/10.1080/19415257.2019.1585382
Núñez, Q. Á., Gómez, S. L., Gañete, A. P., & Gonçalves, D. (2021). Cultura profesional y TIC en la formación del profesorado en tiempos de crisis: la percepción de los docentes. Revista electrónica interuniversitaria de formación del profesorado, 24(2), 153-165. https://doi.org/10.6018/reifop.470831
O'malley, P., Jenkins, S., Wesley, B., Donehower, C., Rabuck, D., & Lewis, M. E. B. (2013). Effectiveness of Using iPads to Build Math Fluency. Online Submission, 1-20.
Pantoja Vallejo, A., Berrios Aguayo, B., & Colmenero Ruiz, M. J. Y. (2020). ICT impact in orientation and university tutoring according to students opinion. In World Conference on Information Systems and Technologies (pp. 245-252). Springer, Cham.
Richardson, J. T. (2011). Eta squared and partial eta squared as measures of effect size in educational research. Educational research review, 6(2), 135-147. https://doi.org/10.1016/j.edurev.2010.12.001
Rufete, L., Cascales, A. y Gomariz, M.A. (2020). Competencias digitales
de los docentes de Educación Infantil y Primaria desde la perspectiva de
la acción tutorial. http://hdl.handle.net/10201/91240
Srivastava, A. B. L. (1959). Effect of non-normality on the power of the analysis of variance test. Biometrika, 46(1/2), 114-122.
Stenman, S., & Pettersson, F. (2020). Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology, 37(3), 87-98. https://doi.org/10.1108/IJILT-10-2019-0096
Torras Virgili, M. E. (2021). Emergency Remote Teaching: las TIC aplicadas a la educación durante el confinamiento por COVID-19. Innoeduca: International journal of technology and educational innovation, 7(1), 122-136. https://doi.org/10.24310/innoeduca.2021.v7i1.9079
Usmani, R. S. A., Saeed, A., & Tayyab, M. (2021). Role of ICT for community in education during COVID-19. In ICT Solutions for Improving Smart Communities in Asia (pp. 125-150). IGI Global. http://www.doi.org/10.4018/978-1-7998-7114-9.ch006
Vuorikari, R., Velicu, A., Chaudron, S., Cachia, R., & Di Gioia, R. (2020). How families handled emergency remote schooling during the Covid-19 lockdown in spring 2020-Summary of key findings from families with children in 11 European countries (No. JRC122303). Joint Research Centre (Seville site).
Wolfe, J., Smith, J., Neumann, S., Miller, S., Schafer, E. C., Birath, A. L., ... & Spangler, C. (2020). Optimizing communication in schools and other settings during COVID-19. The Hearing Journal, 73(9), 40-42.
Yunus, M. M., Zakaria, S., & Suliman, A. (2019). The Potential Use of Social Media on Malaysian Primary Students to Improve Writing. International Journal of Education and Practice, 7(4), 450-458. http://www.doi.org/10.18488/journal.61.2019.74.450.458
Los artículos que se publican en esta revista están sujetos a los siguientes términos:
1. El Departamento de Métodos de Investigación y Diagnóstico en Educación de la Universidad de Murcia (España), junto con el Servicio de Publicaciones de la Universitdad de Murcia (Editum) son los editores de la revista REIFOP y conserva los derechos patrimoniales (copyright) de los artículos publicados, permitiendo la reutilización de las mismos bajo la licencia de uso indicada en el punto 2.
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editores y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
