Digital Competence of Moroccan Teachers of English

Autor/inn/en	Benali, Mourad; Kaddouri, Mehdi; Azzimani, Toufik
Titel	Digital Competence of Moroccan Teachers of English
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 14 (2018) 2, S.99-120 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Technological Literacy; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Case Studies; Teacher Attitudes; Information Technology; Self Efficacy; Scores; Metacognition; Faculty Development; Learning Strategies; Teacher Surveys; Computer Software; Knowledge Economy; Morocco + Suchen Sie Ihr Suchwort? Technisches Wissen; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerverhalten; Informationstechnologie; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Marokko
Abstract	During recent years, digital competence has become a major concept in the discussion of which skills people should have in the knowledge society. Teachers' digital competence is becoming a key element for the construction of useful pedagogical knowledge for practice and improvement of students' learning. This paper presents the results of a research based on the adaptation of the Competence Framework for the Digital Competence of Educators (DigCompEdu) to explore, in a case study with 160 Moroccan English teachers, how they perceive their digital competences. In general, the statistics show a good distribution of competence levels across our subjects of study. The competences that had the highest mean scores are: selecting digital resources, teaching and reflective practice. Teachers with a higher level of digital teaching confidence and those with more years of teaching experience are more likely to have higher digital competence scores. The critical competences with low average scores like digital assessment strategies, differentiation and personalization, self-regulated learning and facilitation of learners' digital content seem to be more advanced and need rethinking the official teachers' professional development. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01