The Generational Digital Gap within Dual Vocational Education and Training Teachers
Jesús Sanchez-Prieto
,
Juan Manuel Trujillo-Torres
,
Melchor Gómez-García
,
Gerardo Gómez-García
In our current society, Digital Competence is an essential and basic competence for teachers. The students need trained teachers who know how to use I.
- Pub. date: October 15, 2020
- Pages: 1557-1567
- 653 Downloads
- 671 Views
- 8 Citations
In our current society, Digital Competence is an essential and basic competence for teachers. The students need trained teachers who know how to use Information and communication technologies (ICTs) and develop them into pedagogy. However, some of them do not know how. This phenomena is called “The generational digital divide”, which occurs when teachers do not have sufficient digital or technological skills or do not adapt to them. This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.
Keywords: ICTs skills, digital resources in teaching, generational digital divide, dual training.
References
Amhag, L., Hellstrom, L., & Stigmar, M. (2019). Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
Area, M. (2010). The process of integration and pedagogical use of ICT in schools. A case study. Education Magazine, 352, 77-97.
Belichenko, M., Davidovitch, N., & Kravchenko, Y. (2017). Digital learning characteristics and principles of information resources knowledge structuring. European Journal of Educational Research, 6(3), 261-267. https://doi.org/10.12973/eu-jer.6.3.261
Cabeza, M., Casillas, S., & Pinto, A. M. (2014). Perception of primary education students of the University of Salamanca about their digital community. Edutec. Electronic Journal of Educational Technology/ Edutec. Revista Electronica de Tecnologia Educativa, 48, 1-14 https://doi.org/10.21556/edutec.2014.48.156
Cabero, J. (2006). Educational quality in e-learning: Its pedagogical bases. Medical Education, 9(2), 7-12.
Cabero, J., & Llorente, M.C. (2006). The rose of the winds. ICT technology domains by students. GID University of Seville.
Cabero Almenara, J., & Llorente Cejudo, M. C. (2008). Digital literacy of students: Digital skills for the 21st century. Portuguese Journal of Pedagogy/ Revista Portuguesa de Pedagogia, 42(2), 7-28.
Chandrasena, M. (2019). Lack of digital competence: The hump in a university - English for specific purpose - Classroom. International Journal of Scientific and Technology Research, 8(10), 948-956.
Cruz, F. J. F., & Diaz, M. J. F. (2016). Generation Z teachers and their digital skills. Communicate/ Comunicar, 24(46), 97-105.
Diez, E.J. (2012). Socio-collaborative and collaborative models in the use of ICTs in initial teacher training. Education Journal/ Revista de Educacion, 358, 175-196.
Duart, Josep M., (2010). New digital gaps in higher education. Universities and Knowledge Society Journal, 7(1), 1-2
European Commission. (2006). Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:ES:PDF
Fernandez, J. M., Roman, P Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union.
Fernandez Batanero, J. M., Reyes Rebollo, M. M., & El Homrani, M. (2017). TIC y discapacidad. Principales barreras para la formacion del profesorado [ICT and disability. Knowledge of primary education teachers in Andalusia]. Journal of Media Education and ICT/ Revista de Educacion Mediatica y TIC, 7(1), 1-25. https://doi.org/10.21071/edmetic.v7i1.9656
Fernandez Batanero, J.M., & Torres Gonzalez, J.A. (2015). Teaching attitudes and good practices with ICT of the teachers of Permanent Adult Education in Andalusia. Complutense journal of education/ Revista complutense de educacion, 26(special) 33-49.
Fernandez-Cruz, F.J., & Fernandez-Diaz, M.J. (2016). Los docentes de la generacion Z y sus competencias digitales [Generation Z teachers and their digital skills]. Communicate/ Comunicar, 46, 97-105. https://doi.org/10.3916/C46-2016-10
Garcia, R., Ramirez, A., & Rodriguez, M. M. (2014). Media literacy education for a new prosuser citizenship. Comunicar, 22(43), 15-23.
Garrido-Lora, M., Busquet Duran, J., & Munte Ramos, R. A. (2016). From ICT to ICRT: A study of ICT use and the digital divide among adults and adolescents in Spain. Analysis/ Analisi, 54, 44-57.
Garzon, E., Martinez, T. S., Ortega, J. L., Marin, J. A., & Gomez-Garcia, G. (2020). Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12(7), 1-13. https://doi.org/10.3390/su12072852
Edelhard, C. (2015). Educating teachers for the new millennium? Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10, 138-154.
Hernandez Ramos, J. P, & Torrijos Fincias, P. (2018). Teacher perception on the integration of Information and Communication Technologies (ICT) into teaching modalities. Influence of gender and age. EDMETIC, Journal of Media Education and ICT/ EDMETIC, Revista de educacion mediatica y TIC, 8(1), 128-146
Hermino, A., & Arifin, I. (2020). Contextual character education for students in the senior high school. European Journal of Educational Research, 9(3), 1009-1023. https://doi.org/10.12973/eu-jer.9.3.1009
Hervas-Gomez, C., Real Plehan, S., Lopez Mata, E., & Fernandez Marquez, E. (2016). Tecnofobia: Competencias, actitudes y formacion del alumnado del grado en educacion infantil [Technophobia: Competencies, attitudes and training of the graduate students in early childhood education]. International Journal of Educational Reserach and Innovation, (6), 83-94
National Institute of Educational Technologies and Teacher Training. (2017). Marco de competencia digital [Digital competence framework]. Ministerio de Educacion, Ciencia y Deportes.
Julian, M. S., & Martin-Diaz, M. (2014). Computers in the classroom: Are teachers ready? Science teaching/ Ensenanza de las Ciencias, 32(2), 239-250
Jukes, I., McCain, T., & Crockett L. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape Details. Trove. https://trove.nla.gov.au/work/37290757
Law, N., & Chow, A. (2008). Teacher characteristics, contextual factors, and how these affect the pedagogical use of ICT. In N. Law, W. Pelgrum & T. Plomp (Eds.), Pedagogy and ICT use in schools around the world. Findings from the IEA SITES 2006 Study (pp. 181-219). Springer.
Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (B.O.E. nº 295 de 10 de diciembre).
Li, S., Yamaguchi, S., Sukhbaatar, J., & Takada, J. (2019). The Influence of Teachers' Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia. Education Science, 9(2), 1-18. 10.3390/educsci9020078.
Martos, E., Perez, P., & Bernal, J. (2016). Relationship between the age of Andalusian music teachers and the development of ICT 2.0 school. Complutense journal of education/ Revista Complutense de Educacion, 27(2), 757-777.
Molina, I. (2016). Dual training: A new approach to vocational training. International Journal of Organizations, 17, 129-139.
Monereo, C., & Pozo, J. I. (2008). El alumno en entornos virtuales: Condiciones, perfil y competencias [The student in virtual environments: Conditions, profile and competencies]. In C. Coll & C. Monereo (Eds.), Psicologia de la educacion virtual [Psychology of virtual education] (pp. 109-131). Morata.
Morales Capilla, M., Trujillo Torres, J. M., & Raso Sanchez, F. (2015). Perception of teachers and university students to the possibilities offered by ICT in their integration into the educational process: Reflections, experiences and research in the Faculty of Education of Granada. EDMETIC, Journal of media education and ICT/ EDMETIC: Revista de educacion mediatica y TIC, 5(1), 103-117.
Nowak, B. M. (2019). The development of digital competence of students of teacher training studies-Polish cases. International Journal of Higher Education, 8(6), 262-266. https://doi.org/10.5430/ijhe.v8n6p262
Oblinger, D., & Oblinger, J. L. (2005). Educating the net generation (Chapter 1). Educause.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
Rambousek, V., Stipek, J., & Vankova, P. (2016). Contents of digital literacy from the perspective of teachers and pupils. Procedia - Social and BehavioralSciences, 217, 354-362.
Rodriguez-Canfranc, P. (2019). European students' digital skills. Telos. https://telos.fundaciontelefonica.com/la-cofa/una-television-a-la-carta-con-mercados-globales-y-contenidos-locales/
Romero, M., & Minelli, J. (2011). Net generation falters: perception of ICT dominance of teaching students. Theory of education and culture in the information society /Teoria de la educacion y cultura en la sociedad de la informacion, 12(3), 280-298.
Sanchez Prieto, J., Trujillo Torres, J. M., Gomez Garcia, M., & Gomez Garcia, G. (2020). Gender and digital teaching competence in dual vocational education and training. Education Sciences, 10(3), 84. https://doi.org/10.3390/educsci10030084
Sainz, M. (2013). The use of ICT in the educational field with a gender perspective. Attitudes of teachers and students. Telos: Communication and Innovation Notebooks/ Telos: Cuadernos de comunicacion e innovacion, 95, 116-124
Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing pre-service elementary teachers’ self-efficacy and critical thinking using problem-based learning. European Journal of Educational Research, 9(2), 765-773. https://doi.org/10.12973/eu-jer.9.2.765
Sigales, C. J. M., Momino, J.M., Meneses, & Badia, A. (2008). The integration of the Internet into Spanish school education: Current situation and future prospects. Universitat Oberta de Catalunya. https://www.uoc.edu/in3/integracion_internet_educacion_escolar/esp/
Suarez, J, Almerich, G., Gargallo, B., & Aliaga, F. M. (2010). Teachers' ICT skills and their relationship to the use of technological resources. Education Policy Analysis archives, 18(8), 1-33.
Suarez, J. M., Almerich, G., Diaz Garcia, M., & Fernandez-Piqueras, R. (2012). Competencias del profesorado en las TIC. Inlfuencia de factores personales y contextuales. [Skills of teachers in ICT. Influence of personal and contextual factors]. Universitas Psychological/ Universitas Psychologica, 11, 239-309.