| This study assessed the digital competence of the pre-service teachers from different teacher education institutions (TEIs) in Batangas City. The study used the descriptive, quantitative research design. The sample included 200 pre-service teachers, 16-35 years of age, enrolled in Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) programs during the academic year 2017 - 2018. Guided by the Digital Competence Framework (Digicomp 2.0), the ICT experience, potentials to develop digital competence, and self-assessment report on the five digital competence areas and 21 descriptors were examined and analyzed. The results revealed that pre-service teachers are not yet proficient in the use of ICT in teaching and learning but possesed the necessary inputs to develop the digital competences. Based on the self-assessments, BSEd students were fairly better users of ICT in teaching and learning compared to BEEd students. Both groups of students had the lowest self-rating on digital content creation and problem solving. It was thus recommended that TEIs encourage the pre-service teachers to attend trainings or elective courses to further improve their ICT skills and to subject themselves to skills certification to prove their ICT proficiency. |
Baller, S., Dutta, S., Lanvin, B. (ed). (2016) The global information technology report 2016: Innovating in the digital economy. World Economic Forum and INSEAD. Geneva. Retrieved from https://bit.ly/3gSliyj.
CHED Memorandum Order 74-75, series 2017
Deniz, M. & Geyik S. (2015). An empirical research on general internet usage patterns of undergraduate students. Procedia - Social and behavioral sciences 195, 895-904. Retrieved from https://bit.ly/3zXohgd.
Department of Education Order 42, series of 2017.
European Union. (2015). Digital competences - self-assessment grid. Retrieved from https://bit.ly/3zXLf6W.
Ferrari,A.(2012).Digital competence in practice: An analysis of frameworks. Joint Research Center. Retrieved from http://www.jrc.ec.europa.eu.
Gui, M. (2007). Formal and substantial internet information skills: The role of sociodemographic differences on the possession of different components of digital literacy. First Monday,12 (9). Retrieved from https://bit.ly/35ULkKS.
Lei, J. (2009). Digital native as preservice teachers: What Technology preparation is needed?. Journal of computing in teacher education, 25 (3). Retrieved from https://bit.ly/3wW4Sud.
Maderick, J. (2013). Validity of subjective self-assessment of digital competence among undergraduate preservice teachers. (UNLV theses, dissertations, professional papers, and capstones.) Retrieved from https://bit.ly/2U1gz4v.
Maderick, J., Zhang, S., Hartley, K., & Marchand, G. (2015). Preservice teachers and self-assessing digital competence. Journal of educational computing research. Retrieved from https://bit.ly/3gVFaRe.
Rodrigo, M., Grosch, M. & Andres, J. M. (2013) Media usage by Filipino students - An empirical Study. (Proceedings of the 21st international conference on computers in education: Asia Pacific society for computers in education.) Retrieved from https://bit.ly/3xUfGJC.
Soffel, J. (ed.) (2016). What are the 21st-century skills every student needs?. World Economic Forum. Retrieved from https://bit.ly/3h8XZyW.
UNESCO (2017). ICT competency framework for teachers. Retrieved from https://bit.ly/3h2qZZn.
Vuorikari, R., Punie, Y., Carretero Gomez S., Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model. (Luxembourg Publication Office of the European Union). Retrieved from http://europa.eu. |