Guillén-Gámez Francisco D, Linde-Valenzuela Teresa, Ramos Marta, Mayorga-Fernandez María J
Department of Didactics and School Organization, Faculty of Education, University of Córdoba, Córdoba, Spain.
Department of Didactics and School Organization, Faculty of Education Sciences, University of Malaga (UMA), Malaga, Spain.
Res Pract Technol Enhanc Learn. 2022;17(1):20. doi: 10.1186/s41039-022-00197-9. Epub 2022 May 20.
In the current socio-health situation, new educational challenges have emerged, such as the need to implement a virtual tutorial action. Therefore, this study has three objectives: (1) to investigate the level of digital competence that early childhood and primary school teachers possess to carry out quality online tutorial actions; (2) to analyse whether there are differences in use at both education stages; and (3) to identify which variables significantly affect the development of this competence at each educational stage. For this purpose, an design was used, based on the survey technique, by means of non-probabilistic purposive sampling. The final sample consisted of a total of 1,069 educators working at the early childhood and primary education stages, from all over Spain. The results showed acceptable digital competence, with higher scores in the primary education stage, which may be due to characteristics of the students and the education stage itself, rather than to teachers' digital competences. On the other hand, it was found that the virtual tutorial action tasks are significantly influenced in the early childhood education stage by blogs, WhatsApp, Facebook, and number of tutoring hours per month with families, while for the primary stage they are influenced by blogs, WhatsApp, Twitter, ClassDojo, Moodle, tutoring hours, number of tutoring hours per month with families, and sex. Based on these results, there is an obvious need for educational institutions to continue to develop teacher training in relation to the use of resources to carry out adequate tutoring actions and thus increase the diversification in the use of resources.
在当前的社会健康形势下，出现了新的教育挑战，比如需要实施虚拟辅导行动。因此，本研究有三个目标：（1）调查幼儿教师和小学教师开展高质量在线辅导行动所具备的数字能力水平；（2）分析两个教育阶段在使用方面是否存在差异；（3）确定在每个教育阶段哪些变量会显著影响这种能力的发展。为此，采用了一种基于调查技术的设计，通过非概率目的抽样。最终样本共有1069名来自西班牙各地、在幼儿教育和小学教育阶段工作的教育工作者。结果显示数字能力尚可，小学教育阶段得分更高，这可能归因于学生的特点和教育阶段本身，而非教师的数字能力。另一方面，研究发现，在幼儿教育阶段，博客、WhatsApp、Facebook以及每月与家庭的辅导时长对虚拟辅导行动任务有显著影响，而在小学阶段，它们受到博客、WhatsApp、Twitter、ClassDojo、Moodle、辅导时长、每月与家庭的辅导时长以及性别的影响。基于这些结果，教育机构显然有必要继续开展与资源使用相关的教师培训，以实施适当的辅导行动，从而增加资源使用的多样性。
