Examining the 4th Grade Curriculum in the Context of Digital Competence

As technology develops very fast, tools such as computers, internet and mobile phones shape our lives. Societies are trying to keep up with the changes brought by technology. In this context, digital citizenship is a new dimension of citizenship that has emerged thanks to the developments in technology. In the Curriculum, "Mathematical Competence and Basic Competencies in Science/Technology" and "Digital Competence" have been determined as competencies related to digital citizenship. The purpose of this research is to examine the 4th Grade Curriculum in the context of digital competence. Document analysis technique, which is one of the qualitative research methods, was used in the research. The obtained data were analyzed by content analysis technique. When we look at the findings, it has been determined that digital competence is reflected in the achievements at a rate of 5.0% in all curriculums

การพัฒนาแบบวัดความสามารถในการใช้ UDL ของนิสิตฝึกประสบการณ์วิชาชีพครู

              การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อพัฒนาเครื่องมือประเมินความสามารถในการใช้ UDL ของนิสิตครู โดยแบบสอบถามที่พัฒนาขึ้น มีจำนวน 12 ข้อ และเป็นมาตรประมาณค่า 5 ระดับ จากนั้นได้นำไปใช้กับกลุ่มผู้ให้ข้อมูลที่ไม่ใช่ตัวอย่างวิจัย แต่มีลักษณะคล้ายกับตัวอย่างวิจัย คือนิสิตฝึกประสบการณ์วิชาชีพครูที่เข้าฝึกประสบการณ์วิชาชีพในช่วงปีการศึกษา 2562 จำนวน 92 คนซึ่งได้มาจากการสุ่มอย่างง่าย จากนั้นนำข้อมูลที่ได้ไปวิเคราะห์ความตรงเชิงเนื้อหาโดยพิจารณาจากค่า IOC ความเที่ยงแบบสอดคล้องภายในโดยพิจารณาจากค่าสัมประสิทธิ์แอลฟาของครอนบาค และความตรงเชิงโครงสร้างด้วยการวิเคราะห์องค์ประกอบเชิงยืนยันอันดับที่ 1 ผลการวิจัยพบว่า โมเดลการวัดความสามารถในการใช้ UDL มีความตรงเชิงเนื้อหา (IOC, 1.00) มีความเที่ยงระดับที่เหมาะสม (Cronbach’s alpha, .76 - .88) มีความตรงเชิงโครงสร้างเป็นไปตามเกณฑ์ที่กำหนด (χ2 (1, N = 92) = 2.867, p = .09, CFI = .982, TLI = .946, RMSEA = .142, SRMR = .033) และเหมาะสมที่จะนำไปใช้ในวัดความสามารถในการใช้ UDL ของนิสิตฝึกประสบการณ์วิชาชีพคร

COMPETENCE AS A FACTOR OF EMOTIONAL CAPITAL

Use of modern knowledge and technologies determines market development which grows with high rates. Today's business environment cause changes that affect the formation of the modern technologies, including business models, which generates changes not only the competencies, but I soft skills, including emotional capital, as a factor influencing the development of modern companies. Article investigates configuration during company growth process. Researching relevance and justification, the purpose of work is conception of factors, which positively influenced development of the entity, organization developments influencing on the productive direction. The aim of the article is to provide the competence concept and its components to identify interrelationship with knowledge and skills which is related to emotional intelligence as a part of emotional capital . And as the result, the emotional equity as element of competence, acting as the regulator, carries out a role of positive feedback within strategic management

Development of digital literacy and competence of future sports teachers in the physical and educational environment

Thanks to the rapidly evolving technology, today's students are improving along with the digital world. The aim of this research was to study the level of students' knowledge of digital technology (computer, tablet computer, laptop, smartphones, interactive whiteboard and other digital devices). The authors used the following approaches – observation, comparative investigations and synthesis of modern techniques to the formation of digital competencies of students, analysis of science, sociological, pedagogical and methodological literature; the study and implementation of various approaches, programs, mobile devices for the development of digital competence of students, the modelling of various approaches and pedagogical situations, the comprehension of their own experience. The study involved 37 students, future teachers of biology and English language of Kazan (Volga region) Federal University. The pedagogical essence and content of the concept “digital competence of the students” has been revealed, which consists in the fact that its development encourages students to constantly improve themselves, to personal and professional development. Defined pedagogical conditions aimed at improving the quality of knowledge of students using digital technologies in the educational space of Kazan (Volga region) Federal University. Developed a model for improving the quality of knowledge of students using various digital technologies in the educational process of the university. Criteria for the dynamics of the quality of knowledge of students using various digital technologies, tools and devices when studying at the university are determined. The results of the study can be used to formulate initiatives to develop the skills of the digital economy in the population

Portfolion pedagogisia ulottuvuuksia käsityön opetuksessa

An ePortfolio is an evolving electronic resource that acts to record and store the artefacts of learning. It reflects the progression of a student’s learning, or testifies the level reached. This paper analyses the longitudinal use of an electronic portfolio in craft studies for a period of six years (2012-18). The students (ages 9 to 14 years N=38/n=8) traced their craft process activities by photos, narratives, assessment assignments and recordings. The first study covered the functions and the benefits of the ePortfolio in craft education (iPad application, Book Creator) and general user experiences based on pupil interviews. The identified key functions were collection and management of information, communication, and verification of development. The experienced benefits were related to supporting the working process. The second study covered the textual and visual contents. The results indicated that the most emphasized areas were the process, the product, the free and formal reflection. The third study contained data of years long learning period and the final interviews (n=8). The interview focused on students’ experiences of the method and its’ development. The longitudinal textual content was conceptualized by applying Anderson and Krathwohl’s “Taxonomy for Learning, Teaching, and Assessing” (2001). The results indicated that the students’ knowledge type was transformed from versatile to a more limited, and cognitive process levels were transformed from concrete to a more abstract level. The interview data confirmed the findings. The implications drawn were linked with the ePortfolio’s pedagogical foundation and the users’ progression of using the ePortfolio method. Diverse functions and benefits helped provide the answer to the main research question of the ePortfolios’ pedagogical dimensions. The dimensions were five: a communication support, a synchronizer of activities, a knowledge creation tool, a tool to train ICT skills, and other more general skills and a tool for assessment. Key Words: ePortfolio, Craft Education, Documentation, Content analysis.An ePortfolio is an evolving electronic resource that acts to record and store the artefacts of learning. It reflects the progression of a student’s learning, or testifies the level reached. This paper analyses the longitudinal use of an electronic portfolio in craft studies for a period of six years (2012-18). The students (ages 9 to 14 years N=38/n=8) traced their craft process activities by photos, narratives, assessment assignments and recordings. The first study covered the functions and the benefits of the ePortfolio in craft education (iPad application, Book Creator) and general user experiences based on pupil interviews. The identified key functions were collection and management of information, communication, and verification of development. The experienced benefits were related to supporting the working process. The second study covered the textual and visual contents. The results indicated that the most emphasized areas were the process, the product, the free and formal reflection. The third study contained data of years long learning period and the final interviews (n=8). The interview focused on students’ experiences of the method and its’ development. The longitudinal textual content was conceptualized by applying Anderson and Krathwohl’s “Taxonomy for Learning, Teaching, and Assessing” (2001). The results indicated that the students’ knowledge type was transformed from versatile to a more limited, and cognitive process levels were transformed from concrete to a more abstract level. The interview data confirmed the findings. The implications drawn were linked with the ePortfolio’s pedagogical foundation and the users’ progression of using the ePortfolio method. Diverse functions and benefits helped provide the answer to the main research question of the ePortfolios’ pedagogical dimensions. The dimensions were five: a communication support, a synchronizer of activities, a knowledge creation tool, a tool to train ICT skills, and other more general skills and a tool for assessment.Peer reviewe

KOMPETENSI DIGITAL GURU DALAM IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN DARING: Studi Deskriptif di SMP Muhammadiyah 8 Bandung

Mulai dari pertengahan Maret 2020, penyebaran dan penambahan kasus pandemi COVID-19 yang terjadi memaksa pemerintah menutup sekolah-sekolah dan memberlakukan belajar dari rumah atau pelaksanaan pembelajaran daring. Akibatnya implementasi kurikulum 2013 dituntut untuk melakukan penyesuaian. Penelitian terdahulu mengungkapkan bahwa pelaksanaan pembelajaran daring yang baik dalam kondisi biasa dipengaruhi oleh peran penting kompetensi digital yang dimiliki guru. Namun bagaimana pelaksanaan pembelajaran daringnya pada kondisi darurat COVID-19 masih belum diketahui. Penelitian ini bertujuan mendeskripsikan sejauh mana kompetensi digital guru mendukung dalam implementasi kurikulum 2013 pada pembelajaran daring. Kompetensi digital dapat guru dilihat pada tugas pokok guru diantaranya dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran. Untuk memperoleh tujuan tersebut digunakan metode penelitian deskriptif dengan pendekatan mixed methods. Subjek yang dijadikan sampel penelitian adalah seluruh guru di SMP Muhammadiyah 8 Bandung, sebanyak 25 orang. Angket self assesment kompetensi digital guru dan implementasi kurikulum 2013 pada pembelajaran daring didistribusikan ke seluruh guru, sebanyak 23 guru memberikan responnya. Sampel pada pendekatan kualitatif secara purposive sampling ditetapkan sebanyak 5 responden. Hasil penelitian menunjukkan bahwa kompetensi digital guru sebagian besar guru memiliki tingkat kemampuan integrator (B1). Tingkat kemampuan B1 dominan pada area digital resources. Sedangkan implementasi kurikulum 2013 pada pembelajaran daring oleh guru-guru SMP Muhammadiyah 8 Bandung dikategorikan baik pada dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran daring. Sehingga penelitian ini menemukan bahwa dimilikinya kompetensi digital yang tinggi, memberikan pengaruh yang baik terhadap kegiatan implementasi kurikulum pada dimensi perencanaan, pelaksanaan, dan penilaian pembelajaran daring yang dilakukan sebagian besar guru-guru. Meskipun pada sebagian kecil responden lainnya tidak menunjukkan pengaruh. Pada sebagian kecil responden, kompetensi digital yang dimiliki belum sepenuhnya diaplikasikan pada kegiatan implementasi kurikulum yang dilakukan oleh guru. Meskipun demikian, dalam keterbatasannya dalam kondisi pandemi COVID-19, guru-guru tetap mengupayakan penyesuaian dalam melaksanakan pembelajaran daring sesuai dengan kurikulum 2013. Starting from mid-March 2020, the spread and addition of COVID-19 pandemic cases that occurred forced the government to close schools and impose learning from home or the implementation of online learning. As a result, the implementation of the curriculum 2013 is required to make adjustments. Previous research has revealed that the implementation of good online learning in ordinary conditions is influenced by the important role of digital competencies that teachers have. But how the implementation of online learning in emergency conditions COVID-19 is still unknown. This study aims to describe the extent to which the digital competence of teachers supports the implementation of the 2013 curriculum in online learning. Digital competence can be seen by teachers in the main tasks of the teacher, including the dimensions of planning, implementation, and learning assessment. To obtain this objective, a descriptive research method with mixed methods approach is used. The subjects used as research samples were all teachers at SMP Muhammadiyah 8 Bandung, as many as 25 people. The self-assessment questionnaire on the digital competence of teachers and the implementation of the 2013 curriculum in online learning was distributed to all teachers, as many as 23 teachers responded. The sample in the qualitative approach using purposive sampling was determined as many as 5 respondents. The results showed that the digital competence of most teachers had an integrator ability level (B1). The level of ability of B1 is dominant in the digital resources area. Meanwhile, the implementation of the 2013 curriculum in online learning by teachers of SMP Muhammadiyah 8 Bandung is categorized good in the dimensions of planning, implementation, and assessment of online learning. So this research finds that having high digital competence has a good influence on curriculum implementation activities in the dimensions of planning, implementation, and assessment of online learning carried out by most of the teachers. Although a small number of other respondents showed no influence. For a small number of respondents, the digital competence that they possess has not been fully applied to the curriculum implementation activities carried out by the teacher. Even so, given their limitations in the COVID-19 pandemic conditions, teachers are still trying to make adjustments in implementing online learning according to the 2013 curriculum

Level Up: An Indonesian Best Practice Of Building Public Servants’ Performance

Despite being encircled by many poverty regencies, some areas can escape the vicious circle. Their government agency's quality as the accelerators comes up as one fundamental driver. Thus, this study explores this issue by investigating the effect of competence and compensation on work motivation and employee performance in Wajo Regency, South Sulawesi, Indonesia. 196 public servants respond to the statistical data analysis of the variance-based structural equation model (SEM). The results confirm that competence and compensation must be adequately considered to improve employee performance. Public agencies failing to accommodate these two meridians may suffer significant drawbacks in public and economic returns.Despite being encircled by many poverty regencies, some areas can escape the vicious circle. Their government agency's quality as the accelerators comes up as one fundamental driver. Thus, this study explores this issue by investigating the effect of competence and compensation on work motivation and employee performance in Wajo District, South Sulawesi, Indonesia. 196 public servants respond to the statistical data analysis of the variance-based structural equation model (SEM). The results confirm that competence and compensation must be adequately considered to improve employee performance. Public agencies failing to accommodate these two meridians may suffer significant drawbacks in public and economic returns

Identifying Prospective Biology Teachers’ Digital Literacy Competence at Cenderawasih University

Nowadays, integrating ICT into learning and teaching practice is a challenge faced in the education world. The current educational system requires teachers to master digital literacy competence. The purpose of the present study was to identify the digital literacy competence of prospective biology teachers at Cenderawasih University. A descriptive and quantitative approach, with the survey model, was applied in this paper. A random sampling technique was used with 71 student teachers as data informants. Data were collected from questionnaire items and documentation. Overall, prospective biology teachers’ digital literacy competence was at a high level. Student teachers scored highest in information skills, rated at very high criteria, the second and third areas, namely communication and content-creation, were at high criteria. The lowest values were indicated in safety and problem-solvin

Mapeamento da literatura sobre competências digitais do professor: tendências em progresso

O Vol 2 (1) 2019 é dedicado à problemática das Competências Digitais.Este artigo tem como objetivo analisar a atual situação da investigação internacional sobre competências digitais dos professores. Para tal foi realizada um mapeamento sistemático dos artigos recuperados no Portal de Periódico da CAPES entre janeiro e março de 2018. Importa dizer que se optou pela busca no Portal de Periódico da CAPES porque, à época, este permitia o acesso da coleta de dados para este estudo, aos textos completos de artigos de mais de 38.000 publicações periódicas internacionais e 126 bases de dados (a exemplo do Proquest, EBSCO, Science Direct, Emerald, Web of Science e Web of Knowledge) com resumos de documentos em todas as áreas do conhecimento. Optou-se pela regra de exaustividade de Bardin (2011), não sendo definido corte temporal a priori para coleta de dados. Após a coleta de dados, foram recuperados 175 artigos, sendo 37 considerados válidos para compor o corpus deste estudo. As conclusões revelam que o interesse maior dos pesquisadores é sobre as competências digitais docentes de uma maneira ampla e que, por exemplo, pouco se estuda sobre a sua transposição pedagógica. Os achados corroboram estudos anteriores com relação às múltiplas interpretações da compreensão do que seja competência digital. Também há indícios na literatura analisada do uso de mais de uma terminologia, inclusive no mesmo texto, de maneira indistinta e sinonímica, para se referir às competências digitais.This article aims to analyze the current situation of international scientific production on digital teacher competences. For that, a systematic mapping of the articles retrieved in the Portal of Periodical of CAPES was carried out between January and March 2018. It is important to mention that we chose to search the CAPES Journal Portal because it allowed the access, at the time of data collection for this study, to full texts of articles from more than 38,000 international periodicals and 126 databases (such as Proquest, EBSCO, Science Direct, Emerald, Web of Science and Web of Knowledge) with document summaries in all areas of knowledge. We chose the exhaustion rule of Bardin (2011), and we do not define a priori temporal cut-off for data collection. After data collection, 175 articles were retrieved, of which 37 were considered valid to compose the corpus of this study. The conclusions reveal that researchers' greatest interest is in digital teacher competencies in a broader way and that little is studied about pedagogical transposition, for example. The findings also corroborate previous studies regarding the multiple interpretations of the understanding of what is digital competence. There is also evidence in the analyzed literature of the use of more than one terminology, including in the same text, indistinctly and synonymously, to refer to digital skills.info:eu-repo/semantics/publishedVersio