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Assessing Teachers' Digital Competence in Primary and Secondary Education: Applying a New Instrument to Integrate Pedagogical and Professional Elements for Digital Education

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Title: Assessing Teachers' Digital Competence in Primary and Secondary Education: Applying a New Instrument to Integrate Pedagogical and Professional Elements for Digital Education
Language: English
Authors: Tzafilkou, Katerina (ORCID 0000-0003-4092-6492), Perifanou, Maria, Economides, Anastasios A.
Source: Education and Information Technologies. 2023 28(12):16017-16040.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Technological Literacy, Teacher Competencies, Test Construction, Educational Technology, Teacher Characteristics, Elementary Secondary Education, Teacher Education, Teaching Methods, Evaluation, Faculty Development, Educational Innovation, Test Validity, Test Reliability, Gender Differences, Foreign Countries
Geographic Terms: Greece
DOI: 10.1007/s10639-023-11848-9
ISSN: 1360-2357
1573-7608
Abstract: Teachers' digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers' DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers' total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: (1) "Teaching preparation"; (2) "Teaching delivery & students' support"; (3) "Teaching evaluation & revision"; (4) "Professional development"; (5) "School's development"; and (6) "Innovating education." The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial structure, internal consistency, convergence validity, and model fitness. The results revealed DC inefficiency among teachers in Greece. Primary school teachers reported significantly lower scores in "Professional development" and "Teaching delivery & students support." Female teachers reported significantly lower scores in "Innovating education and School's development," but they reported higher scores in "Professional development." The contribution and practical implications are discussed in the paper.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1402698
Database: ERIC
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  Data: Assessing Teachers' Digital Competence in Primary and Secondary Education: Applying a New Instrument to Integrate Pedagogical and Professional Elements for Digital Education
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Information+Technologies%22"><i>Education and Information Technologies</i></searchLink>. 2023 28(12):16017-16040.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
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  Data: 10.1007/s10639-023-11848-9
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  Data: Teachers' digital competence (DC) is an important condition for the effective application of technology in education. Although several DC tools have been designed, adjustments to digital education and pedagogical or professional components are still scarce. Therefore, this study aims at developing a new instrument for assessing teachers' DC regarding their pedagogical and professional activities in the context of digital school and digital education. The study also examines the teachers' total DC scores and explores the differences between teacher profiles on a sample of 845 teachers in primary and secondary education in Greece. The final instrument comprises 20 items allocated in six components: (1) "Teaching preparation"; (2) "Teaching delivery & students' support"; (3) "Teaching evaluation & revision"; (4) "Professional development"; (5) "School's development"; and (6) "Innovating education." The PLS-SEM analysis indicated the validity and reliability of the model in respect to its factorial structure, internal consistency, convergence validity, and model fitness. The results revealed DC inefficiency among teachers in Greece. Primary school teachers reported significantly lower scores in "Professional development" and "Teaching delivery & students support." Female teachers reported significantly lower scores in "Innovating education and School's development," but they reported higher scores in "Professional development." The contribution and practical implications are discussed in the paper.
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