Digital Competencies of Elementary School Teachers
DOI:
https://doi.org/10.7577/seminar.5831Keywords:
digital competence, elementary school teachers, digital literacy, teacher educationAbstract
Digital competencies contribute to the development of other significant skills for the modern, digital age, such as communication, content creation and participation. To teachers' digital competencies can influence their abilities to integrate technology into the teaching process. This paper addresses the digital competencies of elementary school teachers in the Republic of Srpska (Bosnia and Herzegovina). The aim of the study is to highlight the necessity of continuous education of educators in the field of digital literacy, enabling them to transmit the necessary knowledge to students in an adequate and acceptable manner. The results of the survey conducted through the questionnaire method indicate insufficient level of digital competencies among elementary school teachers, their awareness of this issue and their desire for additional education. This study has shown that primary school teachers in the Republic of Srpska (BaH) have basic knowledge about media and information literacy (MIL), but that their digital skills are insufficiently developed.
References
Aznar, V., & González, J. (2010). Interactive resources in secondary education: Design and application. International Journal of Learning, 17(2), 181–194. https://doi.org/10.18848/1447-9494/CGP/v17i02
Blau, I., & Shamir-Inbal, T. (2017). Digital competences and long-term ICT integration in school culture: The perspective of elementary school leaders. Education and Information Technologies, 22(3), 769–787. https://doi.org/10.1007/s10639-015-9456-7
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. Luxembourg, Publications Office of the European Union https://publications.jrc.ec.europa.eu/repository/handle/JRC106281
Carpenter, J. P., Rosenberg, J. M., Dousay, T. A., Romero- Hall, E., Trust, T., Kessler, A., Krutka, D. G., Morrison, S. A., Fischer, C., & Krutka, D. G. (2020). What should teacher educators know about technology? Perspectives and self-assessments. Teaching and Teacher Education, 95, 1–13. https://doi.org/10.1016/j.tate.2020.103124
Ciboci, L., Osmančević, L. (2015). Kompetentnost nastavnika hrvatskoga jezika za provođenje medijske kulture u hrvatskim osnovnim školama, 121-138. In: Car, V., Turčilo, L., Matović, M. (Eds.), Medijska pismenost – preduvjet za odgovorne medije. Zbornik radova s 5. regionalne znanstvene konferencije Vjerodostojnost medija. Sarajevo, Fakultet političkih nauka Univerziteta u Sarajevu.
Council of the European Union (2018). Recommendations on key competences for lifelong learning. https://eurlex.europa.eu/legalcontent/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC#document1
Cvetković, B., Stošić, L. & Belousova, A. (2018). Media and Information Literacy-the Basis for Applying Digital Technologies in Teaching from the Discourse of Educational Needs of Teachers. Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje. 20(4), 1089-1114. https://doi.org/10.15516/cje.v20i4.3001
Gisbert Cervera, M., Lázaro Cantabrana, J.L. (2015). Professional development in teacher digital competence and improving school quality from the teachers’ perspective: a case study. Journal of New Approaches Educational Research, 4(2), 115–122. https://doi.org/10.7821/naer.2015.7.123
Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: Issues and challenges, 19-36. In Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (Eds.), Second handbook of Information Technology in Primary and Secondary Education. Springer International Handbooks of Education. https://doi.org/10.1007/978-3-319-71054-9_1
European Commission (2007). Key Competences for Lifelong Learning - European Reference Framework. https://www.britishcouncil.org/sites/default/files/youth-in-action-keycomp-en.pdf
European Commission (2020). Digital Education Action Plan 2021-2027. https://eurex.europa.eu/legal-content/EN/ALL/?uri=CELEX:52020DC0624
European Parliament and Council of the European Union (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union L394. http://eurlex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en00100018.pdf
Gretter, S. & Yadav, A. (2018). What Do Preservice Teachers Think about Teaching Media Literacy? An Exploratory Study Using the Theory of Planned Behavior. Journal of Media Literacy Education, 10(1), 104–123. https://doi.org/10.23860/JMLE-2018-10-1-6
Grizzle, A., Wilson, C., & Gordon, D. (2021). Think Critically, Click Wisely! Media and Information Literate Citizens. Media And Information Literacy Curriculum for Educators and Learners. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000377068
Hatlevik, O. E. (2017). Examining the relationship between teachers’ self-efficacy, their digital competence, strategies to evaluate information, and use of ICT at school. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
Jerinić, T. et al. (2021). Priručnik za nastavnike - Modeli zadataka za realizaciju sadržaja nastavnog programa Digitalni svijet za drugi razred osnovne škole. Banja Luka, Ministarstvo prosvjete i kulture Republike Srpske i Republički pedagoški zavod Republike Srpske.
Kolić-Vehovec, S. et al. (2015). Psihologijski aspekti korištenja informacijsko-komunikacijskih tehnologija (IKT) u osnovnoškolskom obrazovanju - Izvješće o provedenom istraživanju. Rijeka. Odsjek za psihologiju, Centar za primijenjenu psihologiju, Filozofski fakultet sveučilišta u Rijeci. https://www.ffri.hr/psihologija/doc/IKT_u_OS_izvjesce_o_provedenom_istrazivanju_CPP_14-10-15_KON.pdf
Kovalik, C., Jensen, M. L., Schloman, B. & Tipton, M. (2011). Information Literacy, Collaboration, and Teacher Education. Communications in Information Literacy, 4(2), 145-169. https://doi.org/10.15760/comminfolit.2011.4.2.94
Lund, A. & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change? Nordic Journal of Comparative and International Education, 4(3), 56–71. https://doi.org/10.7577/njcie.3751
Maksimović, J., Osmanović, J. & Mamutović, A. (2020). Kompetencije nastavnika za medijsko obrazovanje. In medias res, 9(17), 2685-2707. https://doi.org/10.46640/imr.9.17.7
Ministry of Education and Culture in the Government of the Republic of Srpska/Ministarstvo prosvjete i kulture u Vladi Republike Srpske (2019). Akcioni plan sprovođenja reformskihprocesa u oblasti predškolskog, osnovnog i srednjeg vaspitanja i obrazovanja u Republici Srpskoj. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/Documents
Ministry of Education and Culture in the Government of the Republic of Srpska/Ministarstvo prosvjete i kulture u Vladi Republike Srpske (2020). Spisak osnovnih škola u Republici Srpskoj. https://vladars.rs/srSPCyrl/Vlada/Ministarstva/mpk/%d0%besnovno/Pages/Aktuelnosti.aspx
Ministry of Education and Culture in the Government of the Republic of Srpska/Ministarstvo prosvjete i kulture u Vladi Republike Srpske (2021). Strategija razvoja predškolskog, osnovnog i srednjeg vaspitanja i obrazovanja za period 2022-2030. https://www.vladars.net/sr-SP-Cyrl/Vlada/Ministarstva/mpk/Documents
Moltudal, S., Krumsvik, R., Jones, L., Eikeland, O. J., & Johnson, B. (2019). The relationship between teachers’ perceived classroom management abilities and their professional digital competence: Experiences from upper secondary classrooms. A qualitative driven mixed method study. Designs for Learning, 11(1), 80–98. https://doi.org/10.16993/dfl.128
National Assembly of the Republic of Srpska/Narodna skupština Republike Srpske (2015). Izmjena i dopuna Prostornog plana Republike Srpske do 2025. Službeni glasnik Republike Srpske, broj 15/15.
Novella-García, C. & Cloquell-Lozano, A. (2021). The ethical dimension of digital competence in teacher training. Education and Information Technologies, 26(3), 3529–3541. https://doi.org/10.1007/s10639-021-10436-z
Ottestad, G., Kelentrić, M. & Guðmundsdóttir, G. (2014). Professional Digital Competence in Teacher Education. Nordic Journal of Digital Literacy. 9(4), 243-249. https://doi.org/10.18261/ISSN1891-943X-2014-04-02
Ouma, G. O., Awuor, F. M., & Kyambo, B. (2013). E-Learning readiness in public secondary schools in Kenya. European Journal of Open, Distance and E- Learning, 16(2), 97–110 https://files.eric.ed.gov/full text/EJ1017522.pdf
Punie, Y. (Ed), Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg, Publications Office of the European Union, https://dx.doi.org/10.2760/159770 https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Rani, G. & Gandhi, A. (2022). Digital competence of teachers: An urgency for future classroom. International Journal of Multidisiplinary Educational Research, 11(6), 47-51.
Sanders, M. & George, A. (2017). Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities. Education and Information Technologies, 22(6), 2915–2933. https://doi.org/10.1007/s10639-017-9604-3
Schieble, M. (2010). The Not so Digital Divide: Bringing Pre-service English Teachers’ Media Literacies into Practice. Journal of Media Literacy Education 2(2), 102–112. https://doi.org/10.23860/jmle-2-2-2
Schola Europaea/Office of the Secretary‐General. Pedagogical Development Unit. (2020). Digital Competence Framework for the European. https://www.eursc.eu/BasicTexts/2020-09-D-51-en-2.pdf
Sivrić, I. & Čarapina, Zovko, I. (2023). Stavovi nastavnika o ulozi medija u obrazovanju, 67-95. In Sivrić, I. (Ed.). Zbornik radova Aktualizacija i popularizacija znanosti kroz medij/Conference proceedings Actualization and popularization of science through media. Federalno ministarstvo obrazovanja i znanosti i Sveučilište u Mostaru.
Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M. & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education,9(1), 1-23. https://doi.org/10.1080/2331186X.2022.2063224
Søby, M. (2015). Digital competence–a password to a new interdisciplinary field. Nordic Journal of Digital Literacy, 10, 4–7. https://doi.org/10.18261/1891-943X-2015-Jubileumsnummer-01
Spiteri, M. & Chang-Rundgren, S. (2017). Maltese primary teachers' digital competence implications for continuing professional development, European Journal of Teacher Education, 40(4), 521-534. https://doi.org/10.1080/02619768.2017.1342242
Thompson, A., Schmidt-Crawford, D. & Lindstrom, D. (2015). Are We Finished Yet? Journal of Digital Learning in Teacher Education, 31(4), 133-133. https://doi.org/10.1080/21532974.2015.1090286
Trninić, D. (2017). Konceptualni okvir medijske pismenosti. Banja Luka, Udruženje za filozofiju i društvenu misao.
Trninić, D., Bokan, J. (2022). Odnos prema dezinformacijama građana Bosne i Hercegovine tokom pandemije virusa korona s obzirom na nivo obrazovanja. CM: Communication and Media, 17(1), 1-28. https://doi.org/10.5937/cm17-35973
Tvengi, DŽ. (2019). Internet generacija: dezorijentisanost dece u digitalnom dobu. Novi Sad, Psihopolis institut.
Tomczyk, Ł. (2019). What do teachers know about digital safety? Computers in the Schools, 36(3), 167–187. https://doi.org/10.1080/07380569.2019.1642728V
Vajzović, E., Turčilo, L., Cerić, H., Osmić, A. & Silajdžić, L. (2019). Uvođenje medijske i informacijske pismenosti u obrazovni sistem: Procjena kompetencija nastavnika za podučavanje medijske i informacijske pismenosti u Kantonu Sarajevo. Sarajevski žurnal za društvena pitanja, 8(1-2), 131–163.
Vodopivec, J. L. (2011). Some aspects of teaching media literacy to preschool children in Slovenia from a perception standpoint of teachers and parents. Acta Didactica Napocensia, 4(2–3), 69–78. https://files.eric.ed.gov/fulltext/EJ1055889.pdf
Vučetić, V. (2020). Edukacija u oblasti medijske i informacijske pismenosti u Bosni i Hercegovini - Aktuelni problemi i preporuke. Mediacentar Sarajevo. https://www.media.ba/sites/default/files/mggm-policy_vucetic_0.pdf
Vuorikari, R., Kluzer, S. & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, Luxembourg, Publications Office of the European Union. https://dx.doi.org/10.2760/115376
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C. (2013). The use of ICT in education: A survey of schools in Europe. European Journal of Education, 48(1), 11–27. https://doi.org/10.1111/ejed.12020
Wiseman, D. L. (2012). The Intersection of Policy, Reform, and Teacher Education. Journal of Teacher Education, 63(2), 87-91. https://doi.org/10.1177/0022487111429128
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dragana Trninić
This work is licensed under a Creative Commons Attribution 4.0 International License.
Seminar.net is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Use and distribution in any medium is permitted, provided the author and the journal are properly credited. The journal allow reuse and remixing of content in accordance with a Creative Commons license CC-BY
- The journal allows the author(s) to hold the copyright without restrictions.
- The journal allows the author(s) to retain publishing rights without restrictions.
- Seminar.net does not charge authors for publishing with us.