Abstract
The Teacher Training Institutes have a decisive role in training teacher candidates with an adequate level of digital competence, who can use the methods and techniques that help students develop their skills and abilities in order to acquire professional knowledge, creating their chances for active employment on the labor market. In our presentation we present the results of the second phase of a longitudinal study. The survey was launched in the academic year 2022/23 with the aim of examining whether first-year students entering teacher training have the level of digital competence necessary to be able to use digital learning materials effectively and professionally as future teachers and to develop the digital literacy of their students. In the first phase, a questionnaire was developed to measure the level of competence, based on the examples provided in the DigCompEdu and DigComp 2.1 frameworks for the development and interpretation of digital competence. In the second phase, we focused on examining how the students relate to the use of digital tools and technologies in the classroom, and how proficient they are in the areas of digital competence in information and data management, communication and collaboration, and the digital content creation. In the next phase of our research, we aim to elaborate developmental interventions that help in the development of digital competence during teacher training, and then to monitor whether the experimental attempts yield the expected results.
Author Information
Katalin Harangus, Sapientia Hungarian University of Transylvania, Romania
András Kakucs, Sapientia Hungarian University of Transylvania, Romania
Paper Information
Conference: BCE2024
Stream: Higher education
This paper is part of the BCE2024 Conference Proceedings (View)
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To cite this article:
Harangus K., & Kakucs A. (2025) Examining Teacher Trainees’ Use of Digital Tools From the Perspective of Learning and Teaching ISSN: 2435-9467 – The Barcelona Conference on Education 2024: Official Conference Proceedings (pp. 381-390) https://doi.org/10.22492/issn.2435-9467.2024.35
To link to this article: https://doi.org/10.22492/issn.2435-9467.2024.35
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