瑞士职业教育与培训(VET)教师在紧急远程教学过程中感受到的挑战与机遇:教师数字化能力的作用

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2022-12-01 DOI:10.30557/qw000057

F. Amenduni, Martina Rauseo, C. Antonietti, Alberto A. P. Cattaneo

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引用次数: 0

摘要

本研究探讨了在Covid-19大流行导致的紧急远程教学中，教师的数字能力与他们对特定主题的挑战或机遇的看法之间的关系。数据来自2282名瑞士职业教育与培训(VET)教师，通过开放式问题和基于DigCompEdu的自我报告方法收集数据。结果表明，数字能力与在挑战或机遇方面感知特定主题的倾向有关。具体而言，将评估、学生赋权和自主学习视为机会的教师在各自的DigCompEdu领域的能力水平高于将相同主题视为挑战的教师。

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Challenges and opportunities perceived by Swiss vocational education and training (VET) teachers during emergency remote teaching: The role of teachers’ digital competence

This research explored the association between teachers' digital competence and their perception of specific topics as challenges or opportunities during the emergency remote teaching caused by the Covid-19 pandemic. The data were collected from 2282 Swiss vocational education and training (VET) teachers through open-ended questions and self-reported measures based on DigCompEdu. The results suggest that digital competence is associated with the tendency to perceive specific topics in terms of challenges or opportunities. Specifically, the teachers who reported assessment, students' empowerment and self-directed learning as opportunities had higher levels of competence in the respective DigCompEdu areas compared to those who perceived the same topics as challenges.

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.