Assessing the Proficiency Level in Digital Competences of Secondary School Science Teachers

Autor/in	Ogegbo, Ayodele A.
Titel	Assessing the Proficiency Level in Digital Competences of Secondary School Science Teachers
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 19 (2023) 2, S.40-57 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Teacher Attitudes; Science Teachers; Technological Literacy; Competence; Teaching Methods; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated Nigerian science teachers' perceptions regarding their level of digital competency. A 22-item questionnaire based on the Digital Competence of Educators Framework was administered to 102 science teachers from an education district in Lagos, Nigeria. Descriptive statistics were employed to analyse the data. It was discovered that the majority of sampled teachers demonstrated an integrator--B1 level of digital proficiency. A proficiency level of B1 demonstrates that teachers at this level still need to improve their knowledge of which tools are most effective in which circumstances, and their ability to integrate digital technologies into their pedagogical strategies and methods. Teachers also demonstrated low proficiency levels in the sub-dimension of digital content creation, providing feedback and planning, analyzing evidence of students' problems, and organizational communication. These results highlight the need for ongoing professional development that focuses more on real-classroom examples of how science teachers can use technology to meet the various needs of students, thereby fostering improvements in their level of digital proficiency. This may also help higher education institutions re-evaluate their teacher preparation programs to ensure that incoming teachers are better prepared to use digital technologies in their classrooms. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01