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使用教育工作者数字能力（DigComEdu）框架评估阿联酋高等教育机构教育工作者的数字能力水平。

Evaluation of digital competence level among educators in UAE Higher Education Institutions using Digital Competence of Educators (DigComEdu) framework.

作者信息

Muammar Suadad, Hashim Kamarul Faizal Bin, Panthakkan Alavikunhu

机构信息

College of Engineering and IT, University of Dubai, Dubai, United Arab Emirates.

School of Computing, Universiti Utara Malaysia, Sintok, Kedah Darul Aman Malaysia.

出版信息

Educ Inf Technol (Dordr). 2023;28(3):2485-2508. doi: 10.1007/s10639-022-11296-x. Epub 2022 Aug 20.

DOI:10.1007/s10639-022-11296-x
PMID:36035975
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9391645/
Abstract

Digital competence has become an important issue in academia owing to the advent of various communication tools. This study used a standardized questionnaire based on the Digital Competence of Educators (DigCompEdu) framework, which is a validated comprehensive framework, and its associated assessment tool. This tool was designed to assess professional skills of faculties in higher education institutes in United Arab Emirates (UAE) in terms of their abilities to use information and communication technology (ICT) and current digital competences in their teaching and educational practices. We conducted an online survey to help participants reflect on their strengths and weaknesses while using digital technologies in education to find correlation between them, thus helping teachers determine their relative strengths and identify areas that need more attention.

摘要

由于各种通信工具的出现，数字能力已成为学术界的一个重要问题。本研究使用了一份基于教育工作者数字能力（DigCompEdu）框架的标准化问卷，该框架是一个经过验证的综合框架及其相关评估工具。该工具旨在评估阿拉伯联合酋长国（UAE）高等教育机构教师在教学和教育实践中使用信息通信技术（ICT）的能力以及当前数字能力方面的专业技能。我们进行了一项在线调查，以帮助参与者反思他们在教育中使用数字技术时的优势和劣势，找出它们之间的相关性，从而帮助教师确定他们的相对优势，并确定需要更多关注的领域。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/edf948e220f5/10639_2022_11296_Fig13_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/c09f9dafe809/10639_2022_11296_Fig1_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/ddda73980bf5/10639_2022_11296_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/5d471e269cdc/10639_2022_11296_Fig4_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/6c984f3b5687/10639_2022_11296_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/a2e999a3d92a/10639_2022_11296_Fig7_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/a7432c3a8a52/10639_2022_11296_Fig8_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/b54ef453c844/10639_2022_11296_Fig9_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/aac9d60093a3/10639_2022_11296_Fig10_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/56e7d4e6cd68/10639_2022_11296_Fig11_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/6f616f2dd48c/10639_2022_11296_Fig12_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a59d/9391645/edf948e220f5/10639_2022_11296_Fig13_HTML.jpg

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