Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LK...

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Bibliographic Details
Published in:Education sciences 2019-12, Vol.9 (4), p.274
Main Authors: Gómez-Trigueros, Isabel María, Ruiz-Bañuls, Mónica, Ortega-Sánchez, Delfín
Format: Article
Language:English
Subjects:
Bachelors Degrees
Beginning Teachers
Digital literacy
Educational Innovation
Educational Technology
Elementary Secondary Education
Foreign Countries
ICTs (information and communication technologies)
Innovations
Knowledge Level
Learning
Learning Processes
LKTs (learning and knowledge technologies)
Masters Degrees
Pedagogical Content Knowledge
Preschool Education
Preservice Teachers
Student Attitudes
Teacher Competencies
Teacher education
Teacher Education Programs
Teaching
Teaching Methods
Technological Literacy
Technology Uses in Education
TPACK (technological pedagogical content knowledge)
trainee teachers
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Summary:This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci9040274