Teachers' perceptions on the need for the development of their digital skills, under the Tech Talent School for Educators program, in the Covid-19 era.
Abstract views: 39
/ 
PDF downloads: 23
DOI:
https://doi.org/10.51724/hjstemed.v3i1.25Keywords:
Digital Skills, Professional Empowerment, Teacher Training, Covid-19Abstract
This paper is a quantitative research study of teachers' perceptions and experiences in relation to their training needs and expectations for the improvement of their digital skills, considering the special circumstances due to the COVID-19 pandemic. The research data were gathered in order to design, administer, and evaluate a 15-hour synchronous distance training program. The research tool used was questionnaires, and the research questions were: (1) To what extent do teachers consider that they need training for the development of their digital skills and for their professional empowerment? (2) To what extent did the structure and implementation of the specific program meet their expectations and needs? The findings of the research show that teachers consider their training necessary for the development of their digital skills and that the level of satisfaction of the participants in the program is high.
Downloads
References
Afari, E., & Khine, M. S. (2017). Robotics as an educational tool: impact of lego mindstorms. International Journal of Information and Education Technology, 7(6), 437-442
Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
Azorín, C. (2020). Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community.
Boon Ng, S. (2019). Exploring STEM competences for the 21st century.
Chang, G. C., & Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures. World Educ. blog.
Denis, B., & Hubert, S. (2001). Collaborative learning in an educational robotics environment. Computers in Human Behavior, 17(5-6), 465-480.
European Commission. (2014). The International Computer and Information Literacy Study (ICILS) - Main findings and implications for education policies in Europe. European Commission.
European Commission. (2019). 2nd survey of schools: ICT in Education. Brussels: European Commission.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International journal of technology in education and science.
OECD (2020). Education responses to covid-19: Embracing digital learning and online collaboration.
Perifanou, M., & Economides, A. A. (2021, May). Digital Skills for Teachers: Policies and Initiatives in Greece. In 2021 Innovation and New Trends in Engineering, Science and Technology Education Conference (IETSEC) (pp. 1-5). IEEE.
Perifanou, M., Economides, A., & Tzafilkou, K. (2021). Teachers’ Digital Skills Readiness During COVID-19 Pandemic.
Psycharis, S., Kalovrektis, K., & Xenakis, A. (2020). A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives. Hellenic Journal of STEM Education, 1(1), 17-32.
Reuge, N., Jenkins, R., Brossard, M., Soobrayan, B., Mizunoya, S., Ackers, J., ... & Taulo, W. G. (2021). Education response to COVID 19 pandemic, a special issue proposed by UNICEF: Editorial review. International Journal of Educational Development, 87, 102485.
Socialinnov (2020). Report on Digital Transformation of schools in the COVID-19 era. Retrieved from: https://www.socialinnov.gr/digital-transformation-in-education/
Taimur, S., Sattar, H., & Dowd, E. (2021). Exploring Teachers’ Perception on Successes and Challenges Associated with Digital Teaching Practice During COVID-19 Pandemic School Closures. Pedagogical Research, 6(4).
UNESCO (2020), “COVID-19 Education Response, Preparing the reopening of schools”, UNESCO, Paris.
Van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European journal of teacher education, 43(4), 623-638.
Wing, J. (2014). Computational Thinking Benefits Society. Social issues in computing. Retrieved from: http://socialissues.cs.toronto.edu.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Paraskevi Iatrou, Stella Psarrou, Gabriela Telekfalvi , Renolena Papagiannopoulou
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of articles published in the Hellenic Journal of STEM Education belong to the authors.
Published articles are subject to Creative Commons Attribution 4.0 International license.
