Effectiveness of MOOCs for teachers in safe ICT use training

Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation

Effectiveness of MOOCs for teachers in safe ICT use training

Despite the efforts made, there is still an alarming difference between the digital competence that teachers have and the one they should have in order to develop their students' digital competence. The lack of teacher training in safe and responsible use of ICT is a special cause for concern. Online courses in MOOC format meet all the required conditions to offer a possible solution to the unavoidable and urgent need for initial and in-service teacher training in this area of digital competence. However, there is currently no evidence in the literature on the effectiveness of these courses for this purpose. This study examines the instructional effectiveness of courses in MOOC format for teacher training in the safe and responsible use of ICT by analysing three different official courses. The courses were analysed using three different methods: a questionnaire to measure participants’ perceptions, pre-tests and post-tests to measure the knowledge acquired, and LORI (Learning Object Review Instrument) to measure the quality of digital educational resources created by the participants. The results suggest that online courses in MOOC format are an effective way to train teachers in the safe and responsible use of ICT, and that these courses can enable the development of digital competence in the area of content creation

Digital Teaching Competence and Space Competence with TPACK in Social Sciences

Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 421). A mixed methodology has been implemented, with a descriptive cross-sectional approach as well as inferential analysis based on a questionnaire (α ≥ .918) and the tasks carried out by the sample. The results show a poor didactic use of technologies while confirming the acquisition of knowledge about geolocation. This corroborates the benefits of applying an improvement in the digital competence of teachers in training.This research has been carried out under the umbrella of the Research Group of the University of Alicante of New teaching contexts from ICT and LKT with TPACK: interdisciplinary as a methodology in 21st century teacher training (REDESI3CE2020-4612), directed by Dra. Isabel María Gómez Trigueros

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery

Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments

ABSTRACT The integration of ICT in Higher Education requires reflective design by teachers. In particular, from recent international research on the subject, it emerges that the perspective of the TPCK framework (Technological, Pedagogical, Content Knowledge) can favour an effective design reasoning of teachers. Teaching practice requires the implementation of innovative organizational models for the creation of learning environments that offer continuity between classroom and distance learning (Hybrid Instruction Solution). The empirical mix-method research involved a group of volunteer teachers of different teachings. The objective was to design and implement innovative teaching solutions using ICT in onsite/online environments to enhance specific soft skills in students. The results of a questionnaire (CAWI) given to incoming and outgoing teachers from the experience of designing and conducting the didactic action will be presented. the TPCK perspective design of integrated learning environments and the reasoned choice of coherent methodologies seem to make a soft-skilloriented didactics feasible

Knowledge and degree of training of Primary Education teachers in relation to ICT taught to disabled students

The integration of Information and Communication Technologies (ICT) into the inclusive classroom requires competent teaching staff from both the technological and pedagogical points of view. Within this context, and with the aim of looking at one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of primary school teachers in Spain with respect to the use of ICT with individuals with disabilities (functional diversity). A descriptive ex post-facto research method was used, where the sample comprised 777 teachers. An ad-hoc questionnaire was used as the data-collection instrument. The results revealed the low skill levels of the teachers with respect to the use of ICT with students with disabilities, where the level of training of the teaching staff was determined by personal (gender, age), professional (teaching experience) or educational (qualifications) variables. The findings of this study point to the need for teacher training that instructs teachers on the use of ICT in order to favour the learning and educational innovation of students with disabilities

Partners in Excellence : Evaluation Report

This is the final report on the 'Partners in Excellence' initiative, which was funded by the Scottish government, and aimed at increasing motivation for language learning in the upper secondary school, using a variety of stimulants including the use of new technologies. The evaluation draws together the findings from four previous interim reviews, focussing on student and teacher perceptions of the Partners in Excellence initiative