HIGHER SCHOOL TEACHERS’ DIGITAL COMPETENCE: STRATEGIES FOR SELF-ASSESSMENT AND IMPROVEMENT

Authors

  • Oleksandr Malykhin Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine (UA)
  • Nataliia Aristova Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine (UA)
  • Vasyl Kovalchuk Oleksandr Dovzhenko Hlukhiv National Pedagogical University (UA)
  • Tetiana Opaliuk Kamyanets-Podilsky Ivan Ohienko National University (UA)
  • Taras Yarmolchuk Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine (UA)

DOI:

https://doi.org/10.17770/sie2020vol2.4901

Keywords:

cognitive content-component, digital competence, higher educational establishment, higher school teachers, strategies for self-assessing and improving digital competence

Abstract

The paper was aimed at examining higher school teachers’ strategies for self-assessing and improving digital competence and finding out the range of the most effective and innovative ones. The research sample consisted of 115 higher school teachers from four higher educational establishments in Ukraine. The research sample was selected with the use of a non-random sampling technique. Personal data of research sample were taken into consideration i.e. demography, gender balance, age and specialty. The research strategy for collecting empirical data combined a web-based questionnaire, individual interviews, conversations with respondents and analysis of reflexive texts. The collected empirical data were then analyzed both quantitatively and qualitatively. The data were processed by means of Microsoft Excel 2016 and verified by Chronbach’ Alfa (An Index of Reliability). During the development of a web-based questionnaire the authors defined seven cognitive content-components of higher school teachers’ digital competence and each of them was given a synthetic index. The obtained findings showed that higher school teachers had different levels of digital competence: ranging from low to high, and revealed the diversity in peculiarities of its manifestations and ways of thinking when operating the competence mentioned. The research results served as the basis for offering innovative strategies for self-assessing and improving higher school teachers’ digital competence.

 

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References

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. [Data file]. Retrieved from

https://publications.jrc.ec.europa.eu/repository/bitstream/JRC106281/web-digcomp2.1pdf_(online).pdf

European Commission (2018). Annex to the proposal for a council recommendation on key competences for lifelong learning. [Data file]. Retrieved from https://ec.europa.eu/transparency/regdoc/rep/1/2018/EN/COM-2018-24-F1-EN-ANNEX-1-PART-1.PDF

Malykhin, O. (2016). Kompetentnisno-oriientovana paradyhma pidhotovky maibutnoho filoloha : monohrafiia / za red. prof. O. V. Malykhin. Kyiv: TOV “N VO Interservis”.

Malykhin, O. & Aristova, N. (2018). Investigation into participation activity rate of foreign languages teachers in specially focused network pedagogical communities. The New Pedagogical Review, 53(3), 227-238. DOI: 10.15804/tner.2018.53.3.19

Vuorikari, R., Punie, Y., Carretero Gomez, S., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. DOI: 10.2791/11517

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Published

2020-05-20

How to Cite

Malykhin, O., Aristova, N., Kovalchuk, V., Opaliuk, T., & Yarmolchuk, T. (2020). HIGHER SCHOOL TEACHERS’ DIGITAL COMPETENCE: STRATEGIES FOR SELF-ASSESSMENT AND IMPROVEMENT. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2, 41-51. https://doi.org/10.17770/sie2020vol2.4901