Evaluate the digital competence in the Jordanian private schools in light of the European digital competence framework approach
Other Title(s)
تقييم الكفاءة التقنية في حدود الإطار الأوروبي والمعايير المطبقة في المدارس الخاصة في الأردن
Dissertant
Thesis advisor
University
Middle East University
Faculty
Faculty of Educational Science
Department
Department of Educational Technology and Special Education
University Country
Jordan
Degree
Master
Degree Date
2023
Arabic Abstract
هدفت هذه الدراسة إلى تقييم الكفاءة التقنية عند المعلمين من وجهة نظرهم في حدود محاور ومعايير الإطار الأوروبي للكفاءة الرقمية حيث أجريت في مدارس القطاع الخاص في الأردن/ عمان في العام الدراسي 2022/2023، وتم استخدام منهج المسح الوصفي للحصول على البيانات، وإعداد استبانة لقياس المعايير المطبقة بناء على محاور الأوروبي للكفاءة الرقمية، وتكونت عينة الدراسة من (123) معلما ومعلمة، وبينت النتائج أنه لا توجد علاقة بين العمر والجنس والخبرة والمجالات الأكاديمية ومستوى التعليم والمواقف اتجاه الكفاءة الرقمية، أما من حيث مستوى الخبرة المطلوبة لتبني التكنولوجيا، حيث أظهرت نتائج هذه الدراسة أن المعلمين الذين لديهم خبرة أعلى يستخدمون التكنولوجيا بشكل أكثر من المعلمين الآخرين، كما بينت أن مستوى الإدراك لتطبيق التكنولوجيا دون تفعيلها كان أعلى لدى المعلمين الذين تتراوح أعمارهم بين 31-39، وكما أظهرت النتائج أن المعلمين الذين لديهم خبرة من 1-5 سنوات لديهم معرفة رقمية أعلى من المعلمين الذين لديهم خبرة من 6-10 سنوات، وأوصت الدراسة مجموعة من التوصيات من أبرزها: إجراء دراسات مستقبلة على فئات أخرى من المؤسسات التعليمية، وقياس الكفاءة الرقمية عند أولياء الأمور.
English Abstract
This study aimed to evaluate the teachers who work at the international independent school, ranging from first to twelfth grades regarding the level of competency required for the implementation of technology in their classrooms.
the methodology used in this study is descriptive-quantitative method using a cross-sectional survey design and a scale of 5-point Likert type.
the results revealed that the convenience sample 123 teachers.
according to the feedback provided by the sample instructors, the overall competence degree represented a high level of competency in professional engagement, digital resources, teaching and learning, assessment using digital technology, empowering learners, and facilitating learners digital competence.
it was discovered that there is not a substantial relationship between the qualification, major, and years of experience toward digital competence as the values were greater than (0.05).
in terms of their perception of the level of expertise required to adopt technology, teachers who had the highest experience showed slight more competence as opposed to other teachers.
teachers who hold undergraduate degrees were more digitally competence to those who hold graduate degrees.
in terms of major, teachers who teach humanities showed gradually digital competence as compared to those who teach sciences.
finally, teachers who are their thirty-one to thirty-nine scored the highest mean of perceptions of competency toward implementing technology in classrooms when it came to the implementation of technology in classrooms.
in terms of the contribution of teaching experience to digital competence, it is clear that teachers who had more years of experience are more digitally competent.
the study recommendations for pedagogical purposes were that the sample for future research may include parents and teachers along with students to study all the domains that can affect students and learning environments and their pedagogical behaviors in relation to technology, and to address the students’ needs and their digital abilities.
Main Subjects
Topics
No. of Pages
83
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter one: Background and significance of the study.
Chapter two: Literature review and previous studies.
Chapter three: Method and procedure.
Chapter four: Results of the study.
Chapter five: Results discussion and recommendations.
References.
American Psychological Association (APA)
Abu Jabal, Hala Ali. (2023). Evaluate the digital competence in the Jordanian private schools in light of the European digital competence framework approach. (Master's theses Theses and Dissertations Master). Middle East University, Jordan
https://search.emarefa.net/detail/BIM-1501064
Modern Language Association (MLA)
Abu Jabal, Hala Ali. Evaluate the digital competence in the Jordanian private schools in light of the European digital competence framework approach. (Master's theses Theses and Dissertations Master). Middle East University. (2023).
https://search.emarefa.net/detail/BIM-1501064
American Medical Association (AMA)
Abu Jabal, Hala Ali. (2023). Evaluate the digital competence in the Jordanian private schools in light of the European digital competence framework approach. (Master's theses Theses and Dissertations Master). Middle East University, Jordan
https://search.emarefa.net/detail/BIM-1501064
Language
English
Data Type
Arab Theses
Record ID
BIM-1501064