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ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY Dragan Soleša, full professor University of Business Academy Faculty of Economics and Management Engineering Novi Sad, Serbia

ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY Dragan Soleša, full professor University of Business Academy Faculty of Economics and Management Engineering

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ICT TEACHERS` COMPETENCIES FOR THE KNOWLEDGE SOCIETY

Dragan Soleša, full professor

University of Business Academy

Faculty of Economics and Management

Engineering

Novi Sad, Serbia

INTRODUCTION

Constant changes in various aspects of society have resulted in

changes in the educational function of the teacher.

Teacher training for the "knowledge society" is a challenge for

every society. The main characteristics of the knowledge society

are:

1. "Knowledge Society" is a networked society.

2. "Knowledge Society" is a society in which collective

intelligence is developed.

INTRODUCTION

Being a teacher in a networked knowledge society requires

new competencies - the most important role of teachers is:

1. To help the student to move within a networked knowledge.

2. To evaluate new knowledge.

3. To find new knowledge and ways of acquiring new

knowledge.

The knowledge society must be encouraged and development

of different forms of collective intelligence.

INTRODUCTION

The aim of the education system should be the development

of individual intelligence and abilities of students, as well as

the development of collective intelligence and abilities.

The classroom is the first place where the collective

intelligence can be developed and used.

Teachers have to work in the context of collective intelligence

and abilities - must develop collective intelligence of students,

to develop the ability to cooperate, to use their own

cooperation.

METHODOLOGY

ICT competencies are one of the areas of competencies

required by the knowledge society.

By this we mean basic knowledge of computer science,

information and communication technologies.

This paper describes research aimed to determine the existing

ICT competencies for teachers in practice, as well as their

preparedness to adopt new skills and improvement of existing

competencies to the demands of a knowledge society.

METHODOLOGY

The sample in this study consisted of teachers in primary

schools (N = 92) in the territory of Vojvodina, where the

majority of respondents professional development of

undergraduate studies at the Pedagogical Faculty in Sombor.

The survey was conducted through a questionnaire as a

research technique in which ICT competence of the test

indicators of computer, information and communication

aspects of ICT competence.

The questionnaire consisted of 25 questions. The survey was

conducted in Sombor, Beocin, Novi Sad and Subotica.

Br. Question Teachers

Mean Min. Max.

1. Understanding computer hardware 2.56 1 5

2. Factors affecting the characteristics of computer 2.61 1 5

3. Working with different software applications 2.71 1 5

4. The use of ICT in everyday life (e-learning, e-commerce, e-

banking, e-government)

3.04 1 5

5. The functions of the operating system 2.60 1 5

6. Working with word processing software 2.30 1 5

7. Knowledge of spreadsheet programs 2.66 1 5

8. Using Databases 2.45 1 5

9. Using software to create presentations 2.63 1 5

10. Use of software for web browsing 2.21 1 5

11. Communication on the Web 2.71 1 5

12. Using e-mail 2.39 1 5

13. The selection of educational software for individual subjects 2.85 1 5

14. The use of educational web portal 2.92 1 5

Results of descriptive analysis of the data

Br. Question Teachers

AS Min. Max.

15. Setting the educational content of educational web portal 3.56 1 5

16. Digitalization of learning materials 3.17 1 5

17. The use of digital materials in teaching and learning process. 3.07 1 5

18. Using final website content (movies, animations, graphics,

sound)

2.67 1 5

19. The use of social web applications (blogs, Wikipedia) 2.81 1 5

20. Fostering on-line learning 3.11 1 5

21. The use of online communication in the classroom (messenger,

skype ...)

3.61 1 5

22. Using the online exam in class 4.12 1 5

23. The distinction of teaching content in the educational software 3.83 2 5

24. The use of digital interactive table for joint work in the use of

educational software

4.04 1 5

25. The use of videoconferencing 4.30 1 5

Results of descriptive analysis of the data

RESULTS

Respondents showed excellent results in the following

competencies:

1. (Mean is between 2.21 - 2.71) with the understanding and

knowledge of the application software functions, and we have to

say that the best ICT skills.

2. Very good results with the respondents showed knowledge of

computers as machines for data processing and Internet usage.

Respondents showed disturbing results in the following

competencies:

1. The results show that the majority of respondents answered "almost

never" and "never" on the use of online exams, digital boards and

videoconferencing systems in the classroom - Mean ranges from

4.04 to 4.30, which indicates that teachers do not have any

competence when it comes to this area.

RESULTS

Also of concern data obtained research when it comes to ICT

competence: the use of ICT in everyday life, setting up the

educational content of educational web portal, the use of

digital materials in the teaching and learning, participation in

online communication and online learning, the distinction of

teaching the teachers software.

The survey shows that respondents in these competencies in

most cases correspond to "sometimes" (Mean ranges from

3.04 - 3.83) or use these applications in the teaching and

learning.

RESULTSThe correlation between the indicators and ICT skills

The analysis of correlations between individual indicators of ICT

skills

we tried to establish in order flowing training and training of teachers.

The correlation coefficient demonstrates a relationship:

1.If r > 0, we conclude that there is a positive correlation between

the indicators, that results in an increase in causes an increase in

results in the second indicator.

2.If r < 0, we conclude that there is a negative correlation between

the indicators, that results in an increase causes a decrease results

in the second indicator.

RESULTSThe correlation between the indicators and ICT skills

IndicatorsUnderstanding of computer

hardwarer p > 0.05

The use of online communication in the classroom (messenger, Skype ...)

0.08 0.29

Using the online exam in class 0.07 0.38The use of digital interactive table for joint work in the use of educational

0.12 0.11

Using video conferencing software 0.14 0.07

Table 3: Results of correlation between knowledge of computers as machines for data processing and higher level of ICT skills

As shown in Table 3, knowledge of computers as machines for

processing data is not correlated with participation in online

communication and online learning.

This result shows that if one uses a computer knows that does not

mean they know how to cope and online features on the computer.

RESULTS

IndicatorsWith software for word

processingUsing Databases

r p > 0.05 r p > 0.05Setting the educational content of educational web portal.

0.137 0.09 -

Fostering on-line learning 0.115 0.16 0.06 0.06The use of online communication in the classroom (messenger, Skype ...)

0.1 0.18 -

Using the online exam in class -0.03 0.07 0.11 0.15The use of digital interactive table for joint work in the use of educational software

0.05 0.47 0.98 0.32

The use of videoconferencing 0.13 0.11 0.02 0.74

Table 4: Results of correlation between knowledge of the application software functions and higher level of ICT skills

             

The results in Table 4 show that knowledge of the functions of

software applications not

associated with the use of educational web-portal, with the use of

online communication

and learning or using interactive forms of teaching.

RESULTS

Indicators Use online exam in class

r p> 0.05

Using the software for browsing the

web-0.025 0.764

Communication on the Web 0.156 0.06

Using e-mail 0.124 0.128

Table 5: Results of correlation between the use of online exams in classes and lower level ICT skill

Based on the results, we conclude that there is no correlation between the

successful use of online examinations in teaching and knowledge and use of

software have to see the Internet, communication on the web and use e-mail.

RESULTS

 Indicators

Use of digital interactive table for joint work in the use of educational software

r p > 0.05

Use of software for browsing the web

0.021 0.795

Communication on the Web 0.157 0.054Use e-mail 0.149 0.067

Table 6: Results of correlation between the use of digital interactive table for joint work in the use of educational software and low level of ICT skills

 

Taking advantage of the interactive work of teaching involves the use of digital

boards in the use of educational software.

As seen in Table 6, this competence is not associated with any successful use

of the Internet, or from taking possession of communication skills on the Web or

sending e-mail.

RESULTS

              Indicators

Use of videoconferencing

r p > 0.05

Use the software to view Internet 0.03 0.63Use e-mail 0.142 0.08The use of social web applications (blogs, Wikipedia)

0.153 0.06

Table 7: Results of correlation between the use of videoconferencing and the lower level of ICT skills

 

Based on the results in Table 7, we conclude that the mastery of basic skills

in

ICT does not affect the use of videoconferencing.

Videoconferencing involves specific knowledge and skills that are significantly

different from those required for Internet use, e-mail and the use of social web

applications like blogs and Wikipedia.

DISCUSSION

The fact that only 11.96 % teachers possess skills that are

above average grades three, i.e.. These teachers use the

computer as an everyday machine for processing data in their

teaching. We cannot be satisfied with the information that

teachers of 92 for only 11.96 % of them there is no secret

when it comes to functioning as a computer data-processing

machines.

11.96 % said they "never" do not use any software

applications in everyday life, and 4.35 % to "always" using

just the software.

10.87 % of teachers said they "always" use of ICT in everyday

life to solve the problems of e-learning and e-commerce, while

only 7.61 % of them responded that it "never" used.

DISCUSSION

Answers to questions (5-9), which relate to how well teachers

know the functions of software applications show that teachers

are not familiar with the work of application software (Word,

Excel, PowerPoint), i.e.. are not trained to use them in their

work and everyday life.

The results of this study show that teachers communicate on

the Web, but lacked the use of standard software applications

to search and communication - about 30 % of teachers said

they "never" used any software to search the Web and

approximately the same percentage that does not use e-mail.

DISCUSSION

The question: How successful teachers use educational software and

educational web portals.

It must be emphasized that there can be a pleasure for these results

because a large group of teachers has no knowledge in this field,

which certainly indicates a tendency to increase in complexity with

the use of ICT, the number of those who have no knowledge or use of

this software in their teaching work.

The highest level of ICT skills are the skills, knowledge and use of

digital interactive table for joint work in the use of educational

software and the use of videoconferencing.

The results show that respondents did not understand these issues, it

is possible to have misunderstand the proposed arrangement and

thus respond to "always", "almost always" and "sometimes" use the

interactive features of teaching.

CONCLUSION

The basic concepts discussed in this paper ICT competence of

teachers, i.e. how they are prepared for the knowledge society.

Research conducted for the purpose of this work is the basis

for proposing new solutions, which are directed towards

increasing the ICT skills of teachers.

The results of our study show a very poor state of teacher

competence in the field of ICT.

As for the willingness of teachers to adopt new competencies

that provide a knowledge society results show that positive

motivation for most teachers there.

CONCLUSION

The research presented in this paper suggests several courses of

action:

1. That all teachers must complete the ECDL courses.

2. That all teachers complete the basics of e-learning.

3. That all universities where future teachers are educated, you

should have in their curricula implemented courses in e-learning.

4. In the programs of professional training in e-learning in teacher

promotion system it is necessary to incorporate criteria that

include e-learning.

5. In all subjects, and other forms of school work, it is necessary to

gradually include the elements of e-learning and carefully evaluate

results, develop innovative resources and services for e-learning

with which children will be able to overcome the most difficult

areas of curriculum.

CONCLUSION

The long term goal should be our teacher involvement

in the process of improving learning in the first place

we think of making online learning materials,

educational web-portals, information management

systems and similar schools.

THANK YOU

FOR YOUR ATTENTION !