Measuring Rural Teachers' Digital Competence to Communicate with the Educational Community

Autor/inn/en	Guillén-Gámez, Francisco David; Mayorga-Fernández, María José
Titel	Measuring Rural Teachers' Digital Competence to Communicate with the Educational Community
Quelle	In: Journal of New Approaches in Educational Research, 11 (2022) 2, S.323-341 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Guillén-Gámez, Francisco David) ORCID (Mayorga-Fernández, María José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Rural Schools; Technological Literacy; Pedagogical Content Knowledge; Teaching Experience; Computer Mediated Communication; Self Evaluation (Individuals); Teacher Attitudes; Technology Integration; Gender Differences; Institutional Characteristics; Comparative Analysis; Electronic Publishing; Social Media; Integrated Learning Systems; Teacher Student Relationship; Parent Teacher Cooperation; Peer Relationship; Likert Scales; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Technisches Wissen; Pädagogische Kompetenz; Computerkonferenz; Lehrerverhalten; Geschlechterkonflikt; Elektronisches Publizieren; Soziale Medien; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Peer-Beziehungen; Likert-Skala; Ausland; Spanien
Abstract	Teachers' communication with the educational community (students, families and teachers) may be different depending on the place where they reside. We ask ourselves whether teachers in rural areas are sufficiently prepared to carry out this communication through digital media. Thus, this study had as its aims to: (1) ascertain teachers' digital competence self-assessment about the utilisation of ICT resources to communicate with other teachers, students and families, according to gender, type of school, age and years of teaching experience; (2) analyse comparatively if significant differences exist in terms of digital competence level between the internal categories of each variable; (3) identify which digital resources are significant predictors. A non-experimental design was used with 847 rural teachers from different rural areas in Spain. The results showed an integrating attitude of every teacher-expert in their digital skills, regarding communication both with students and their families and with the other colleagues at the educational centre. We found differences in teachers' scores when comparing by gender and type of centre. Furthermore, we checked those applications such as Blogs, TikTok, Twitter and Moodle served were relevant predictors. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01