11180nam 2200553 450 991057404070332120231110220948.0981-19-1738-8(MiAaPQ)EBC7001150(Au-PeEL)EBL7001150(CKB)22894761300041(EXLCZ)992289476130004120221213d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierDigital literacy for teachers /edited by Łukasz Tomczyk and Laura FedeliGateway East, Singapore :Springer,[2022]©20221 online resource (579 pages)Lecture Notes in Educational Technology Print version: Tomczyk, Łukasz Digital Literacy for Teachers Singapore : Springer,c2022 9789811917370 Includes bibliographical references and index.Intro -- Contents -- 1 Introduction-On the Need for Research on the Digital Literacy of Current and Future Teachers -- References -- 2 Lessons Learned from COVID-19 Emergency Remote Education. Adaptation to Crisis Distance Education of Teachers by Developing New or Modified Digital Competences -- 2.1 Introduction -- 2.2 Digital Competency Frameworks -- 2.3 Professional Environment -- 2.4 Digital Resources -- 2.5 Assessment -- 2.6 Teaching and Learning -- 2.7 Empowering Learners -- 2.8 Facilitating Learners' Digital Competence -- 2.9 Conclusions -- References -- 3 Digital Competencies of Pre-service Teacher Students: Albanian Context -- 3.1 Introduction -- 3.1.1 Rationale -- 3.1.2 Albanian Education System -- 3.2 Theoretical Framework and Literature Review -- 3.2.1 Demand for Quality Teachers -- 3.2.2 ICT Use and e-Learning -- 3.2.3 Digital Skills in Albania -- 3.2.4 Digital Skills During Covid-19 Pandemic -- 3.2.5 Literature Review -- 3.3 Methodology -- 3.3.1 Defining Digital Competence -- 3.3.2 Method and Design -- 3.3.3 Sample and Data Collection -- 3.3.4 Hypothesis -- 3.3.5 Analysis -- 3.4 Results -- 3.4.1 Descriptive Results -- 3.4.2 Inferential Analyses -- 3.5 Discussion -- References -- 4 Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia -- 4.1 Introduction -- 4.2 Theoretical Framework -- 4.2.1 Competence in Education -- 4.2.2 Digital Competence -- 4.2.3 Education in Bolivia -- 4.2.4 Technology Approach in Education in Bolivia -- 4.3 Methodology -- 4.3.1 Objective -- 4.3.2 Method -- 4.4 Results -- 4.5 Discussion -- 4.6 Conclusion -- References -- 5 Digital Literacy of Students of Teacher Training Colleges in Bosnia and Herzegowina-Literature Review and Analysis -- 5.1 Introduction -- 5.2 Theoretical Framework -- 5.3 Research Methodology -- 5.3.1 Research Procedure and Technique.5.4 Results -- 5.5 Discussion -- 5.6 Conclusion -- References -- 6 Digital Competencies Among Brazilian Pre-service Teachers: An Overview -- 6.1 Introduction -- 6.2 Theoretical Framework of Digital Competencies in Brazil -- 6.3 Research Methodology -- 6.3.1 Objective and Subject Matter -- 6.3.2 Test Procedure -- 6.3.3 Research Technique -- 6.3.4 Research Limitations -- 6.4 Results -- 6.5 Discussion -- 6.6 Conclusion -- References -- 7 Dynamics in the Development of Digital Competence of Bulgarian Teachers -- 7.1 Introduction -- 7.2 Theoretical Framework -- 7.3 Methodology -- 7.4 Research -- 7.4.1 Research on the Development of Teacher-Specific Digital Competence Before Entry to the Profession -- 7.4.2 Research on the Development of In-Service Teachers' Digital Competence in Bulgaria -- 7.4.3 Research on the Dynamic of In-Service Teachers' Digital Competence during COVID-19 -- 7.5 Discussion and Conclusion -- References -- 8 Letting the Light Shine in: A Tapestry of Digital Literacies in Canadian Faculties of Education -- 8.1 Introduction -- 8.2 Theoretical and Conceptual Frameworks -- 8.2.1 Methodology -- 8.2.2 Results -- 8.2.3 Pulling Threads -- 8.3 Measuring -- 8.3.1 Competency Profile -- 8.3.2 Self-Study Scholarship -- 8.4 Discussion -- 8.4.1 Truth and Reconciliation and DL/DC -- 8.4.2 Complexity and DL/DC -- 8.4.3 Beyond Borders with DL/DC -- 8.5 Conclusion -- References -- 9 Assessment of Digital Competencies in Initial Teacher Training in Chile: What Does the Research Say? -- 9.1 Introduction -- 9.2 Theoretical Framework -- 9.3 Research Methodology -- 9.3.1 Objective of the Study -- 9.3.2 Type of Study -- 9.3.3 Procedure -- 9.4 Results -- 9.4.1 Digital Competencies -- 9.4.2 Digital Teaching Competence -- 9.4.3 Curricula and Initial Teacher Training Programs -- 9.5 Discussion -- 9.6 Conclusions -- References.10 Digital Literacy of Chinese Normal Students: A Literature Review -- 10.1 Introduction -- 10.2 Concept Definition -- 10.2.1 "Practice-Oriented, Ability-Oriented" Chinese Characteristics -- 10.2.2 Main Research Framework -- 10.3 Research Methodology -- 10.3.1 Objective and Subject Matter -- 10.3.2 Test Procedure and Literature Description -- 10.3.3 Research Technique -- 10.4 Research Findings -- 10.4.1 Trend: The Digital Literacy of Normal Students Research Presents an Overall Rise -- 10.4.2 Theme: The Practice and Training of Normal Students Receives More Attention -- 10.4.3 Methodology: Qualitative Research is the Mainstream, and Quantitative Research is Growing Rapidly -- 10.4.4 Performance: Normal Students' Digital Practice Abilities Are Insufficient -- 10.5 Discussion -- 10.5.1 Evaluation of Existing Research -- 10.5.2 Research Limitations and Future Research Direction -- 10.6 Conclusion -- References -- 11 Digital Competencies of Czech Pre-service Teachers: Review Study -- 11.1 Introduction -- 11.2 Theoretical Framework -- 11.3 Brief Report About Training for Future Teachers -- 11.4 Research Methodology -- 11.4.1 Objective and Subject Matter -- 11.4.2 Test Procedure -- 11.4.3 Research Technique -- 11.5 Results -- 11.6 Discussion -- 11.7 Summary -- References -- 12 The Dominican Republic and the Digital Competencies of Future Teachers in the Digital Age -- 12.1 Introduction -- 12.1.1 Materials and Methods -- 12.1.2 Literature Review and Search -- 12.1.3 Inclusion and Exclusion Criteria -- 12.1.4 Quality Criteria -- 12.1.5 Theoretical Framework -- 12.2 Results and Discussion -- 12.2.1 How Higher Education Defines Digital Competency/Literacy? -- 12.2.2 In What Manner Are Future Teachers in the DR Able to Use ICT? -- 12.2.3 What Are the Digital Skills of Future Educators' Undergraduates in the DR?.12.2.4 Which Are the Components Frequently Used to Evaluate the Digital Skills of Future Professors in the DR? -- 12.3 Limitations -- 12.4 Conclusions -- References -- 13 Digital Competence Among Students of Pedagogy and EFL Teacher-Students in Ecuador: A Review of the Existing Literature -- 13.1 Introduction -- 13.2 Theoretical Framework of Digital Competence -- 13.3 Research Methodology -- 13.3.1 Procedure -- 13.3.2 Limitations of the Study -- 13.4 Results -- 13.5 Discussion -- 13.6 Conclusions -- References -- 14 A Multidimensional Perspective on Digital Competence, Curriculum and Teacher Training in Italy. A Scoping Review on Prospective and Novice Teachers -- 14.1 Introduction -- 14.2 Digital Competence: An Overview of the Italian Initiatives in the Lens of EU -- 14.3 The Target: The Training Paths and Profiles of Prospective Teachers in Italy -- 14.4 Curriculum and Digital Competences -- 14.5 Pre-service and Novice Teachers' Digital Competence: A Scoping Review at National Level -- 14.6 Data and Discussion -- 14.6.1 Digital Competence Ecosystem -- 14.6.2 Context -- 14.7 Conclusion -- References -- 15 The Digital Competence of Future Teachers in Kosovo -- 15.1 Introduction -- 15.2 Theoretical Framework of Digital Competence -- 15.2.1 Digital Literacy -- 15.2.2 Digital Competence -- 15.2.3 The Meaning of Digital Competence in Kosovo -- 15.3 Research Methodology -- 15.3.1 The Aim and the Method Used -- 15.3.2 Data Collection -- 15.3.3 Research Limitations -- 15.4 The Kosovo Context -- 15.4.1 An Analysis of the Curricula of the Teaching/Pedagogical Faculties -- 15.5 Discussion -- 15.6 Conclusions -- References -- 16 Digital Competence and Teacher Training Overview: Is Lithuania Ready for Digitalism in Education? -- 16.1 Introduction -- 16.2 Theoretical Framework -- 16.3 Methodology -- 16.4 Results -- 16.5 Discussion -- 16.6 Conclusion -- References.17 Digital Competencies of Higher Education Institutions in Mexico: A Systematic Literature Review -- 17.1 Introduction -- 17.2 Theoretical Framework -- 17.3 Research Methodology -- 17.3.1 Selection of Research Questions -- 17.3.2 Selection of Bibliographic Databases -- 17.3.3 Choice of Search Terms -- 17.3.4 Application of Practical Selection Criteria -- 17.3.5 Application of Methodological Selection Criteria -- 17.3.6 Data Analysis -- 17.4 Results -- 17.4.1 Summary of Results -- 17.5 Discussion -- 17.6 Conclusions -- References -- 18 From Tools to Complexity?-A Systematic Literature Analysis of Digital Competence Among Pre-service Teachers in Norway -- 18.1 Introduction -- 18.1.1 Research Questions -- 18.2 The Position of Digital Competence in Norwegian Education -- 18.2.1 Formal Policy for Early Childhood Education -- 18.2.2 Formal Policy for Primary and Secondary Education -- 18.2.3 From Tool-Oriented Skills to Cross-Curricular Competence -- 18.2.4 The Nordic Perspective -- 18.3 Methodology -- 18.3.1 Inclusion Criteria -- 18.3.2 Literature Search -- 18.3.3 Analysis -- 18.3.4 Reflections and Limitations -- 18.4 Results and Discussion -- 18.4.1 Target Teaching Levels -- 18.4.2 Methods Used in Selected Articles -- 18.4.3 Theoretical Foundations -- 18.4.4 Digital Competence Concept Development -- 18.5 Conclusion -- References -- 19 Understanding Digital Literacy, Digital Competence, and Pedagogical Digital Competence: Implementing Online Teaching for Filipino Tertiary Educators During COVID-19 -- 19.1 Introduction -- 19.2 Method -- 19.3 Understanding Digital Literacy, Competence, and Pedagogical Digital Competence -- 19.3.1 Defining DL and DC -- 19.3.2 Teachers' DC and PDC -- 19.3.3 Measuring DC and PDC -- 19.4 Filipino Tertiary Educators' PDC and Online Learning -- 19.5 Obstacles in Enhancing Filipino Teachers' PDC and Implementing Online Learning.19.5.1 Logistical Problems.Lecture Notes in Educational Technology Career developmentFormació del professoratthubTecnologia educativathubLlibres electrònicsthubCareer development.Formació del professoratTecnologia educativa370.711Tomczyk ŁukaszFedeli LauraMiAaPQMiAaPQMiAaPQBOOK9910574040703321Digital literacy for teachers2994513UNINA