A1 Journal article (refereed)
Understanding teaching professionals' digital competence : What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? (2021)


Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals' digital competence : What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge?. Computers in Human Behavior, 117, Article 106672. https://doi.org/10.1016/j.chb.2020.106672


JYU authors or editors


Publication details

All authors or editors: Hämäläinen, Raija; Nissinen, Kari; Mannonen, Joonas; Lämsä, Joni; Leino, Kaisa; Taajamo, Matti

Journal or series: Computers in Human Behavior

ISSN: 0747-5632

eISSN: 1873-7692

Publication year: 2021

Volume: 117

Article number: 106672

Publisher: Elsevier

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.chb.2020.106672

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74497


Abstract

In an ever-evolving technological landscape that challenges teaching professionals' digital competence, this study complements previous studies by providing an overall picture of teaching professionals' digital competence. We employed regression models on two large-scale assessment data sets on teachers from 11 countries—namely, the Teaching and Learning International Survey (TALIS; n = 50,800) and the Programme for the International Assessment of Adult Competencies (PIAAC; n = 2590)—to investigate through the theoretical lens of digital competence how teaching professionals' skills, attitudes and knowledge distribute and relate, and how they are associated with personal and contextual factors. Our results found notable variation in teaching professionals' skills and knowledge but less variety in attitudes. The respondents generally recognised the importance of digital technologies in teaching regardless of their background. Older professionals often showed weak skills, but they also recognised the need for professional development in using digital technologies. An important result of this study is a better understanding of digital competence from the teaching professional's perspective. Our findings contribute to further developing theories and practices related to teaching professionals' skills, attitudes and knowledge.


Keywords: teachers; digitalisation; professional development; competence; skills; attitudes

Free keywords: digital transformation; knowledge; skills; attitudes; teaching professionals; large-scale studies; digital competence


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Ministry reporting: Yes

Reporting Year: 2021

Preliminary JUFO rating: 2


Last updated on 2021-07-07 at 17:56