Rozwój kompetencji współczesnych nauczycieli: analiza narzędzi ICTdla działalności zawodowej w Rosji i Hiszpanii

Tatiana Noskova; Olga Yakovleva; Sixto Cubo Delgado

Published: 2017-02-01

Vol. 3 No. 1 (2017)

Contemporary Teacher Competencies Development: A Study of ICT Tools for Professional Activities in Russia and Spain

Tatiana Noskova , Olga Yakovleva , Sixto Cubo Delgado

Abstract

The paper examines the relations between teacher competencies and the specificity of the use of ICT tools in professional activities. The research was carried out within the frame of the IRNet project with the participation of two universities – the Herzen State Pedagogical University of Russia and the University of Extremadura, Spain. The results of the survey described give a general idea of various ICT tools use intensity in both countries. Overall, teachers take advantage of the electronic content capabilities for fostering students’ motivation. Teachers benefit from ICT tools’ efficiency and performance, and they use cloud technolo-gies for supporting networking and collaboration. Spanish teachers appear to be more active users of ICT tools. They apply LMS more intensively, together with own lectures recordings and foreign language e-resources. For facilitating students’ communication, they apply discussion forums and online lectures in-tensively. For management, the most popular tools are electronic organisers, criterial rubrics, and online polls. The choice of e-resources that teachers use is largely based on their communication preferences and ways to manage teaching; these e-resources aim at facilitating learners’ cognitive activities. As in the case of the active use of LMS, the electronic system induces the application of available communication means (e.g., forums, online lectures, etc.) together with the appro-priate management capabilities (e.g., electronic organisers, criterial rubrics, online polls, etc.). The results of the survey can help identify problem areas in teachers’ ICT competencies.

Keywords:

ICT tool , teacher competencies , teaching activities , IRNet

Download files

PDF

Citation rules

Noskova, T., Yakovleva, O., & Cubo Delgado, S. (2017). Contemporary Teacher Competencies Development: A Study of ICT Tools for Professional Activities in Russia and Spain. International Journal of Research in E-Learning, 3(1), 91–108. Retrieved from https://journals.us.edu.pl/index.php/IJREL/article/view/8397

References

Aguiar, V. & Llorente, M. (2008). Sobre competencias y otras habilidades...TIC. Comunicación y Pedagogía, 224, 58–62.

Avdeeva, S. M. & Uvarov, A. Yu. (2016). О разработке квалификационных требований к икт- компетенциям педагогов. Наука и школа, 6, 146–160.

Area, M., Gutiérrez, A., & Vidal, F. (2012). Alfabetización digital y Competencias informacionales. Madrid: Ariel-Fundación Encuentro-Fundación Telefónica.

Cabero, J., Llorente, M. C., Leal, F., & Lucero, F. (2009). La alfabetización digital de los alumnos universitarios mexicanos: una investigación en la Universidad Autónoma de Tamaulipas. Ense- ñanza & Teaching, 27, 41–59.

Dabbagh, N., Kitsantas, A., Al-Freih, M., & Fake, H. (2015). Using social media to develop personal learning environments and self-regulated learning skills: a case study. International Journal of Social Media and Interactive Learning Environments, 3(3), 163–183.

De Marcos, L., García López, E., & García Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99–113.

European Commission. (2003). Education & training 2010 (COM (2003) 685 final). Brussels, Commission of the European Communities.

Gibert, A., Tozer, W. C., & Westoby, M. (2017). Teamwork, soft skills, and research training. Trends in Ecology and Evolution, 32(2), 81–84.

Graña, J. (2011). Categorización dos Recursos TIC. Accessed 30 August 2017. Retrieved from https:// sfticaldan.wordpress.com/2011/10/31/categorizacion-dos-recursos-tic/.

Gutiérrez Esteban, P. & Camacho, M. (2017). You hold the world: Harnessing the power of Mobile Personal Learning Environments (mPLEs) in next-generation teacher education. In O. Alegre de la Rosa, (Ed.), Research on university teaching and faculty development. International perspectives (pp. 357–372). New York: Nova Science Publishers.

Gutiérrez Esteban, P. & Luengo González, M. R. (2008). ¿Qué piensa el alumnado egresado de la Facultad de Educación de la Universidad de Extremadura sobre su formación tecnológica? Revista Latinoamericana de Tecnología Educativa, 7(2), 135–141. Accessed 30 August 2017. Retrieved from http://dehesa.unex.es/bitstream/handle/10662/1303/1695-288X_7_2_135.pdf? sequence=1.

Ilomäki, L. & Kankaanranta, M. (2009). The information and communication technology (ICT) competence of the young. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (pp. 101–118). Hershey, PA: IGI Global. doi:10.4018/978-1-60566-120-9.ch007.

ITE. (2008). Competencia Digital. Madrid: Instituto de Tecnologías Educativas, Departamento de Proyectos Europeos, Ministerio de Educación.
Jiménez Cortés, R., Vico Bosch, A., & Rebollo Catalán, A. (2017). Female university student’s ICT learning strategies and their influence on digital competence. International Journal of Educational Technology in Higher Education, 14, 10.

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.
Kharbach, M. (2012). The 20 digital skills every 21st century teacher should have. Accessed 30 August 2017. Retrieved from http://www.educatorstechnology.com/2012/06/33-digital-skills- every-21st-century.html.

LOMCE. Law on Educational Quality Improvement (Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa). (2013). Madrid: Ministry of Education. Accessed 30 August 2017. Retrieved from https://www.boe.es/diario_boe/txt.php?id=BOE-A-2013-12886.

Lim, W., Hung, D., & Cheah, H. (2009). An interactive and digital media literacy framework for the 21st century. In L. Tan Wee Hin & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (pp. 119–127). Hershey, PA: IGI Global. doi:10.4018/978-1-60566-120-9.ch008.

Lucke, T., Dunn, P. K., & Christie, M. (2017). Activating learning in engineering education using ICT and the concept of “Flipping the classroom.” European Journal of Engineering Education, 42(1), 45–57.

Makrakis, V. (2005). Training teachers for new roles in the new era: Experiences from the United Arab Emirates ICT program. Accessed 30 August 2017. Retrieved from http://www.etpe.gr/custom/pdf/etpe658.pdf.

Osin, А. V. (2007). Электронные образовательные ресурсы нового поколения в вопросах и ответах. Мoscow: Агентство “Социальный проект.”

Preparing Millennials to lead in cyberspace. A Raytheon-commissioned study of attitudes, behaviors and career aspirations among young American adults online. (2013). Accessed 30 August 2017. Retrieved from https://www.zogbyanalytics.com/images/PDF/Raytheon%20Zogby%20 Cyber%20Millennial%20survey%20report.pdf.

Resolution of 2nd June 2015 from the Education General Secretary in Extremadura that regulates the Digital Teacher Competence Portfolio of Extremadura. (2015). Mérida: Junta de Extre- madura. Accessed 30 August 2017. Retrieved from http://recursos.educarex.es/pdf/porfolio/porfoliopublicadoendoe.pdf.

Sarantsev, G. I. (2016). Исследование влияния гармонизации профессионального образования по направлению «Педагогическое образование» на процесс обучения бакалавров. Интеграция образования, 3(20), 342–351.

Smyrnova-Trybulska, E., Noskova, T., Pavlova, T., Yakovleva, O., & Morze, N. (2016). New edu- cational strategies in contemporary digital environment. International Journal of Continuing Engineering Education and Lifelong Learning, 26(1), 6–24.

The digital agenda for Europe. (2015). Accessed 30 August 2017. Retrieved from https://ec.europa. eu/digital-single-market/en/europe-2020-strategy.
Top tools for learning. (2016). Accessed 30 August 2017. Retrieved from http://c4lpt.co.uk/top100 tools/.

Valverde, J. (2015). La formación inicial del profesorado en el Grado de Educación Primaria. Una valoración cualitativa del diseño y desarrollo curricular de la asignatura RTDI. Tendencias Pedagógicas, 25, 207–227.

Yamada, T. (2016). New component technologies and development strategies of e-learning in MOOC and post-MOOC eras. Accessed 30 August 2017. Retrieved from https://www.researchgate.net/publication/284887522_New_Component_Technol... Learning_in_MOOC_and_Post-MOOC_Eras.

Zhuravlev, I. A. (2015). Развитие универсальных учебных действий учащихся с использованием ИКТ-инструментов. Педагогическое образование в России, 1, 7–10.

Tatiana Noskova, Tatiana Pavlova, Olga Yakovleva, Prudencia Gutiérrez Esteban, Rafael Martín Espada, Sixto Cubo Delgado, Juan Arias Masa, Gemma Delicado Puerto, Laura Alonso Díaz, Rocío Yuste Tosina. Google Scholar

Tatiana Noskova

Bio Statement (e.g., department and rank)

PhD, professor, Herzen State Pedagogical University of Russia, St. Petersburg, Faculty of Information Technology, Russia

Olga Yakovleva

Sixto Cubo Delgado

Bio Statement (e.g., department and rank)

PhD, professor, University of Extremadura, Faculty of Education, Spain

Vol. 3 No. 1 (2017)
Published: 2017-01-13

ISSN: 2451-2583

eISSN: 2543-6155

Publisher

Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press

Submit