Identifying Predictors of Digital Competence of Educators and Their Impact on Online Guidance

Autor/inn/en	Guillén-Gámez, Francisco D.; Linde-Valenzuela, Teresa; Ramos, Marta; Mayorga-Fernandez, María J.
Titel	Identifying Predictors of Digital Competence of Educators and Their Impact on Online Guidance
Quelle	In: Research and Practice in Technology Enhanced Learning, 17 (2022), Artikel 20 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guillén-Gámez, Francisco D.) ORCID (Linde-Valenzuela, Teresa) ORCID (Ramos, Marta) ORCID (Mayorga-Fernandez, María J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1793-7078
DOI	10.1186/s41039-022-00197-9
Schlagwörter	Predictor Variables; Technological Literacy; Early Childhood Teachers; Elementary School Teachers; Foreign Countries; Web Based Instruction; Tutoring; Scores; Student Characteristics; Social Media; Teacher Education; Spain + Suchen Sie Ihr Suchwort? Prädiktor; Technisches Wissen; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Ausland; Web Based Training; Förderkonzept; Nachhilfeunterricht; Soziale Medien; Lehrerausbildung; Lehrerbildung; Spanien
Abstract	In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level of digital competence that early childhood and primary school teachers possess to carry out quality online tutorial actions; (2) to analyse whether there are differences in use at both education stages; and (3) to identify which variables significantly affect the development of this competence at each educational stage. For this purpose, an ex post facto design was used, based on the survey technique, by means of non-probabilistic purposive sampling. The final sample consisted of a total of 1,069 educators working at the early childhood and primary education stages, from all over Spain. The results showed acceptable digital competence, with higher scores in the primary education stage, which may be due to characteristics of the students and the education stage itself, rather than to teachers' digital competences. On the other hand, it was found that the virtual tutorial action tasks are significantly influenced in the early childhood education stage by blogs, WhatsApp, Facebook, and number of tutoring hours per month with families, while for the primary stage they are influenced by blogs, WhatsApp, Twitter, ClassDojo, Moodle, tutoring hours, number of tutoring hours per month with families, and sex. Based on these results, there is an obvious need for educational institutions to continue to develop teacher training in relation to the use of resources to carry out adequate tutoring actions and thus increase the diversification in the use of resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01