eprintid: 5370 rev_number: 15 eprint_status: archive userid: 2 dir: disk0/00/00/53/70 datestamp: 2023-01-11 23:30:06 lastmod: 2023-07-12 23:31:15 status_changed: 2023-01-11 23:30:06 type: article metadata_visibility: show creators_name: Sartor-Harada, Andresa creators_name: Azevedo-Gomes, Juliana creators_name: Ulloa-Guerra, Oscar creators_name: Ruiz Salces, Roberto creators_name: Calderón Iglesias, Rubén creators_id: andresa.sartor@uneatlantico.es creators_id: juliana.azevedo@uneatlantico.es creators_id: oscar.ulloa@uneatlantico.es creators_id: roberto.ruiz@uneatlantico.es creators_id: ruben.calderon@uneatlantico.es title: Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries ispublished: pub subjects: uneat_fp divisions: uneatlantico_produccion_cientifica divisions: uninimx_produccion_cientifica divisions: unic_produccion_cientifica full_text_status: public keywords: African continent; digital competence; educational needs; primary education; primary school teachers’ perspectives abstract: The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations. date: 2022-08 publication: SA Journal of Education volume: 42 number: 3 id_number: doi:10.15700/saje.v42n3a2063 refereed: TRUE issn: 2076-3433 official_url: https://doi.org/10.15700/saje.v42n3a2063 access: open language: en citation: Artículo Materias > Educación Universidad Europea del Atlántico > Investigación > Producción Científica Universidad Internacional Iberoamericana México > Investigación > Producción Científica Universidad Internacional do Cuanza > Investigación > Producción Científica Abierto Inglés The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations. metadata Sartor-Harada, Andresa; Azevedo-Gomes, Juliana; Ulloa-Guerra, Oscar; Ruiz Salces, Roberto y Calderón Iglesias, Rubén mail andresa.sartor@uneatlantico.es, juliana.azevedo@uneatlantico.es, oscar.ulloa@uneatlantico.es, roberto.ruiz@uneatlantico.es, ruben.calderon@uneatlantico.es (2022) Digital competencies: perceptions of primary school teachers pursuing master’s degrees from eight African countries. SA Journal of Education, 42 (3). ISSN 2076-3433 document_url: http://repositorio.uneatlantico.es/id/eprint/5370/1/2063-12469-1-PB.pdf