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Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework
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Levon Momdjian; Marni Manegre; Mar Gutiérrez-Colón – Technology, Knowledge and Learning, 2025
This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service…
Descriptors: Foreign Countries, Digital Literacy, Teacher Competencies, Teacher Education
Exploring Digital Competencies: Validation and Reliability of an Instrument for the Educational Community and for All Educational Stages
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Jesús Manuel Soriano-Alcantara; Francisco D. Guillén-Gámez; Julio Ruiz-Palmero – Technology, Knowledge and Learning, 2025
Digital competencies are very significant in terms of integrating digital resources into educational processes. This study presents the validity and reliability of an instrument created by Carrera et al. (2011), in order to evaluate the basic digital competence of the three main educational agents of the educational community (teachers, students,…
Descriptors: Foreign Countries, Test Validity, Test Reliability, Digital Literacy
What Factors Contribute to Effective Online Higher Education? A Meta-Review
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Chevy van Dorresteijn; Dina Fajardo-Tovar; Natalie Pareja Roblin; Frank Cornelissen; Monique Meij; Joke Voogt; Monique Volman – Technology, Knowledge and Learning, 2025
Although much research has focused on factors that contribute to effective online education in higher education (HE), insights remain scattered. In this study, we provide a more holistic perspective on how to facilitate effective online HE by concurrently examining factors that were hitherto treated separately. In our meta-review, we synthesized…
Descriptors: Online Courses, Electronic Learning, Higher Education, Program Effectiveness
The Effect of the 'Instructional Technologies' Course on the Competencies of Teacher Candidates in Using Web 2.0 Tools: The Case of Early Childhood Education Program
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Bilge Dogan; Aytac Gogus – Technology, Knowledge and Learning, 2025
This study examines teacher candidates' competencies in using Web 2.0 tools and developing digital teaching materials for early childhood education within the scope of the Instructional Technologies Course. This research study investigates the course-based efforts to improve the quality of the education of teacher candidates and to better…
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Early Childhood Education