Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries
The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in edu...
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2022-08-01
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| Series: | South African Journal of Education |
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| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2063/1206 |
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| author | Andresa Sartor Harada Juliana Azevedo Gomes Oscar Ulloa Guerra Roberto Ruiz Rubén Calderón |
| author_facet | Andresa Sartor Harada Juliana Azevedo Gomes Oscar Ulloa Guerra Roberto Ruiz Rubén Calderón |
| author_sort | Andresa Sartor Harada |
| collection | DOAJ |
| description | The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations. |
| format | Article |
| id | doaj-art-796310f9c2eb4b09b583cb6ccf57ffdd |
| institution | Kabale University |
| issn | 0256-0100 2076-3433 |
| language | English |
| publishDate | 2022-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj-art-796310f9c2eb4b09b583cb6ccf57ffdd2025-01-22T06:41:13ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332022-08-0142311110.15700/saje.v42n3a2063Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countriesAndresa Sartor Harada0https://orcid.org/0000-0003-2045-7502Juliana Azevedo Gomes1https://orcid.org/0000-0003-0192-5323Oscar Ulloa Guerra2https://orcid.org/0000-0002-9505-7768Roberto Ruiz3https://orcid.org/0000-0003-0097-0720Rubén Calderón4https://orcid.org/0000-0002-1520-9005Universidad Internacional de Valencia (VIU), Valencia, Spain and Department of Teacher Training, Faculty of Education, Universidade Internacional do Cuanza, Kuito, AngolaUniversidad Internacional de Valencia (VIU), Valencia, Spain and Department of Teacher Training, Faculty of Education, Universidad Internacional Iberoamericana, Campeche, MexicoDepartment of Teacher Training, Faculty of Education, Universidade Internacional do Cuanza, Kuito, AngolaFaculty of Social Sciences, Universidad Europea del Atlántico, Santander, SpainFaculty of Social Sciences, Universidad Europea del Atlántico, Santander, SpainThe United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations.http://www.sajournalofeducation.co.za/index.php/saje/article/view/2063/1206african continentdigital competenceeducational needsprimary educationprimary school teachers’ perspectives |
| spellingShingle | Andresa Sartor Harada Juliana Azevedo Gomes Oscar Ulloa Guerra Roberto Ruiz Rubén Calderón Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries South African Journal of Education african continent digital competence educational needs primary education primary school teachers’ perspectives |
| title | Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries |
| title_full | Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries |
| title_fullStr | Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries |
| title_full_unstemmed | Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries |
| title_short | Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries |
| title_sort | digital competencies perceptions of primary school teachers pursuing master s degrees from eight african countries |
| topic | african continent digital competence educational needs primary education primary school teachers’ perspectives |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/2063/1206 |
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