Digital Competencies: Perceptions of Primary School Teachers Pursuing Master's Degrees from Eight African Countries

Autor/inn/en	Sartor Harada, Andresa; Azevedo Gomes, Juliana; Ulloa Guerra, Oscar; Ruiz, Roberto; Calderón, Rubén
Titel	Digital Competencies: Perceptions of Primary School Teachers Pursuing Master's Degrees from Eight African Countries
Quelle	In: South African Journal of Education, 42 (2022) 3, Artikel 2063 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sartor Harada, Andresa) ORCID (Azevedo Gomes, Juliana) ORCID (Ulloa Guerra, Oscar) ORCID (Ruiz, Roberto) ORCID (Calderón, Rubén)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Digital Literacy; Elementary School Teachers; Masters Programs; Teacher Attitudes; Teaching Methods; Technological Literacy; Pedagogical Content Knowledge; Distance Education; Teacher Competencies; Instructional Design; Learning Processes; Foreign Countries; Cross Cultural Studies; Africa + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Magister course; Magisterstudiengang; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Pädagogische Kompetenz; Distance study; Distance learning; Fernunterricht; Lehrkunst; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Ausland; Cultural comparison; Kulturvergleich; Afrika
Abstract	The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master's students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants' work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01