The Pre-service Teachers’ Experiences in Developing Digital Competences in Digital Literacies course
DOI:
https://doi.org/10.30872/e3l.v6i1.2393Keywords:
Digital competence, Digital Literacies course, Pre-service teachers’ experiencesAbstract
The purpose of this study was to explore pre-service teachers’ experiences in developing digital competences in Digital Literacies course. The study used DigComp 2.0 framework by Vuorikari et al. (2016). The design of the study was qualitative case study. The data sources were focus group interviews and observations with the participants of pre-service teachers of the English Language Education Department class of 2020 in Mulawarman University. The sample of the study was 29 pre-service teachers from class A and class C. The findings of the study showed that pre-service teachers have acquired knowledge and abilities in digital competence areas such as information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. However, pre-service teachers did not progress in ‘’Copyright and licenses’’ & ‘’Programming’’ sub-competences. Thus, the study suggested future studies to give further instruction for every sub-competence in each competence area and to use DigCompEdu framework
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References
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Ainley, J., Kos, J. and Nicholas, M. (2008). Participation in Science, Mathematics and Technology in Australian Education, ACER Research Monograph No 63. Victoria: Australian Council for Educational Research Ltd.
Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97.
Bernate, J.; Vargas, J. Challenges and trends of the 21st century in higher education. Rev. Cienc. Soc. 2020, 26, 141–154.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Cabezas-González, M., Casillas-Martín, S., & García-Peñalvo, F. J. (2021). The digital competence of pre-service educators: The influence of personal variables. Sustainability, 13(4), 2318.
Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308..
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Esteve-Mon, F. M., Llopis, Á., & Adell-Segura, J. (2020). Digital competence and computational thinking of student teachers. International Journal of Emerging Technologies in Learning (iJET), 15(02), 29–29. https://doi.org/10.3991/ijet.v15i02.11588
Fadzil, H. M. (2018). Designing infographics for the educational technology course: perspectives of pre-service science teachers. Journal of Baltic Science Education, 17(1), 8-18.
Fraenkel, J. R., & Wallen, N. E. (2008). How to Design and Evaluate Research in Education (7th Edition). New York: McGraw-Hill.
Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262-278.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: competencies for analysis and applications. 10th ed. Boston: Pearson.
Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204(6), 291–295. https://doi.org/10.1038/bdj.2008.192.
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Hall, J. A. (2018). A Mixed Methods Comparison Of The First Principles Of Instruction In Flipped And Face-To-Face Technology Integration Courses. [Doctoral dissertation Syracuse University]. Syracuse University.
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodríguez, J. M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752. http://doi.org/10.1109/ACCESS.2019.2957438
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INTEF (2017). Marco Común de Competencia Digital Docente. Ministerio de Educación, Cultura y Deporte.
Kranthi, K. (2017). Technology enhanced language learning (TELL). International Journal of Business and Management Invention, 6(2), 30-33.
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273.
List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146-158.
Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104.
Nasreen, N., & Chaudhary, F. (2018). Perception of preservice teachers towards ICT integration in teacher education in India. In Proceedings of the 2018 International Conference on Education Technology Management (pp. 11-14).
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
Nuangchalerm, P., Prachagool, V., & Dostál, J. (2020). Digital learning of pre-service teachers during COVID-19 outbreak. Journal of Technology and Information Education, 12(2), 143-151.
Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/s10639-017-9649-3.
Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 103940.
Rizal, R., Setiawan, W., & Rusdiana, D. (2019). Digital literacy of preservice science teacher. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022058). IOP Publishing.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014.
Syamdianita., & Cahyono, B. Y. (2021). The EFL pre-service teachers’ experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561-577.
Tomczyk, Ł., Fedeli, L., Włoch, A., Limone, P., Frania, M., Guarini, P., ... & Falkowska, J. (2022). Digital Competences of Pre-service Teachers in Italy and Poland. Technology, Knowledge and Learning, 1-31.
Tømte, C. E., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK framework goes online. Computers & Education, 84, 26–35. https://doi.org/10.1016/j.compedu.2015.01.005.
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42. https://doi.org/10.1016/j.compedu.2018.03.002.
Tondeur, J., Kershaw, L. H., Vanderlinde, R. R., & van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434–449. https://doi.org/10.14742/ajet.16.
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009.
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823-2842.
Vuorikari, R., Punie, Y., Carretero-Gomez, S., & van den Brande, L. (2016). DigComp 2.0: The digital competence framework for citizens. Update Phase 1: The conceptual reference model. Luxembourg: Publication Office of the European Union.
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, and tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100. https://doi.org/10.1016/j.compedu.2010.08.017.
Ainley, J., Kos, J. and Nicholas, M. (2008). Participation in Science, Mathematics and Technology in Australian Education, ACER Research Monograph No 63. Victoria: Australian Council for Educational Research Ltd.
Akayoglu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97.
Bernate, J.; Vargas, J. Challenges and trends of the 21st century in higher education. Rev. Cienc. Soc. 2020, 26, 141–154.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Cabezas-González, M., Casillas-Martín, S., & García-Peñalvo, F. J. (2021). The digital competence of pre-service educators: The influence of personal variables. Sustainability, 13(4), 2318.
Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308..
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Esteve-Mon, F. M., Llopis, Á., & Adell-Segura, J. (2020). Digital competence and computational thinking of student teachers. International Journal of Emerging Technologies in Learning (iJET), 15(02), 29–29. https://doi.org/10.3991/ijet.v15i02.11588
Fadzil, H. M. (2018). Designing infographics for the educational technology course: perspectives of pre-service science teachers. Journal of Baltic Science Education, 17(1), 8-18.
Fraenkel, J. R., & Wallen, N. E. (2008). How to Design and Evaluate Research in Education (7th Edition). New York: McGraw-Hill.
Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 37(4), 262-278.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2012). Educational research: competencies for analysis and applications. 10th ed. Boston: Pearson.
Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: Interviews and focus groups. British Dental Journal, 204(6), 291–295. https://doi.org/10.1038/bdj.2008.192.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085.
Hall, J. A. (2018). A Mixed Methods Comparison Of The First Principles Of Instruction In Flipped And Face-To-Face Technology Integration Courses. [Doctoral dissertation Syracuse University]. Syracuse University.
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodríguez, J. M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752. http://doi.org/10.1109/ACCESS.2019.2957438
Ilhami, A., Diniya, D., Susilawati, S., & Vebrianto, R. (2021). Digital Literacy of Pre-Service Science Teachers as Reflection of Readiness Toward Online Learning in New Normal Era. THABIEA: JOURNAL OF NATURAL SCIENCE TEACHING, 4(2), 207-216.
INTEF (2017). Marco Común de Competencia Digital Docente. Ministerio de Educación, Cultura y Deporte.
Kranthi, K. (2017). Technology enhanced language learning (TELL). International Journal of Business and Management Invention, 6(2), 30-33.
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273.
List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146-158.
Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104.
Nasreen, N., & Chaudhary, F. (2018). Perception of preservice teachers towards ICT integration in teacher education in India. In Proceedings of the 2018 International Conference on Education Technology Management (pp. 11-14).
Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
Nuangchalerm, P., Prachagool, V., & Dostál, J. (2020). Digital learning of pre-service teachers during COVID-19 outbreak. Journal of Technology and Information Education, 12(2), 143-151.
Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/s10639-017-9649-3.
Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers & Education, 156, 103940.
Rizal, R., Setiawan, W., & Rusdiana, D. (2019). Digital literacy of preservice science teacher. In Journal of Physics: Conference Series (Vol. 1157, No. 2, p. 022058). IOP Publishing.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20. https://doi.org/10.1016/j.compedu.2016.02.014.
Syamdianita., & Cahyono, B. Y. (2021). The EFL pre-service teachers’ experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561-577.
Tomczyk, Ł., Fedeli, L., Włoch, A., Limone, P., Frania, M., Guarini, P., ... & Falkowska, J. (2022). Digital Competences of Pre-service Teachers in Italy and Poland. Technology, Knowledge and Learning, 1-31.
Tømte, C. E., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK framework goes online. Computers & Education, 84, 26–35. https://doi.org/10.1016/j.compedu.2015.01.005.
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42. https://doi.org/10.1016/j.compedu.2018.03.002.
Tondeur, J., Kershaw, L. H., Vanderlinde, R. R., & van Braak, J. (2013). Getting inside the black box of technology integration in education: Teachers’ stimulated recall of classroom observations. Australasian Journal of Educational Technology, 29(3), 434–449. https://doi.org/10.14742/ajet.16.
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009.
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas. Education and Information Technologies, 25(4), 2823-2842.
Vuorikari, R., Punie, Y., Carretero-Gomez, S., & van den Brande, L. (2016). DigComp 2.0: The digital competence framework for citizens. Update Phase 1: The conceptual reference model. Luxembourg: Publication Office of the European Union.
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Published
2023-03-30
How to Cite
Intan Mercy Febriani Simanjuntak, L., Limbong, E. ., & Wardani, I. (2023). The Pre-service Teachers’ Experiences in Developing Digital Competences in Digital Literacies course. E3L: Journal of English Teaching, Linguistic, and Literature, 6(1), 20–42. https://doi.org/10.30872/e3l.v6i1.2393
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