Journal Screenshot

International Journal of Academic Research in Progressive Education and Development

Open Access Journal

ISSN: 2226-6348

Development and Assessment of Digital Pedagogy Competency Instrument for Teaching and Learning: A Needs Analysis

Umi Zuraifah Md Hashim, Mohd Hazwan Mohd Puad, Ahmad Fauzi Mohd Ayub, Norliza Ghazali

http://dx.doi.org/10.6007/IJARPED/v13-i3/22109

Open access

This study aims to identify the difference between digital technology competence using a self-assessment approach compared to a task-based approach among teachers of a secondary school in the Federal Territory of Kuala Lumpur. An interview protocol that was developed and used in this study, consists of six parts where the digital competence of the respondents will be assessed in parts IV and V. In part IV, self-evaluation is done by the respondents using a five-point Likert scale from less proficient to very proficient for Microsoft Word, Microsoft Excel, and Microsoft PowerPoint. In part V, tasks related to Microsoft Word, Microsoft Excel, and Microsoft PowerPoint are given to the same respondent. The data obtained in the form of interviews were transcribed and a comparison between the data of part IV and part V was made. The results found that there is a difference in competency between self-assessment compared to task-based assessment.

Aesaert, K., Voogt, J., Kuiper, E., & van Braak, J. (2017). Accuracy and bias of ICT self-efficacy: An empirical study into students’ over- and underestimation of their ICT competences. Computers in Human Behavior, 75, 92–102. https://doi.org/10.1016/j.chb.2017.05.010
Alarcón, R., del Pilar Jiménez, E., & de Vicente-Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
Ali, W. Z. W., Nor, H. M., Hamzah, A., & Alwi, H. (2009). The conditions and level of ICT integration in Malaysian Smart Schools. International Journal of Education and Development Using ICT, 5(2), 21–31. http://ijedict.dec.uwi.edu/viewarticle.php?id=618andlayout=html&layout=html
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Sciences (IJRES), 2(2), 359–370.
Caluza, L. J. B., Verecio, R. L., Funcion, D. G. D., Quisumbin, L. A., Gotardo, M. A., Laurente, M. L. P., Cinco, J. C., & Marmita, V. (2017). An Assessment of ICT Competencies of Public School Teachers: Basis for Community Extension Program. IOSR Journal of Humanities and Social Science, 22(03), 01–13. https://doi.org/10.9790/0837-2203040113
Cantabrana, J. L. L., Rodríguez, M. U., & Cervera, M. G. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370
Cheng, G., Guan, Y., & Chau, J. (2016). An empirical study towards understanding user acceptance of bring your own device (BYOD) in higher education. Australasian Journal of Educational Technology, 32(4), 1–17. https://doi.org/10.14742/ajet.2792
Chieng, Y. E., & Tan, C. K. (2019). Pengetahuan Teknologi Pedagogi Kandungan di Malaysia: Satu Kajian Meta Analisis. Journal of ICT in Education, 6(1), 86–95.
Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24–39. https://doi.org/10.1016/j.econedurev.2016.11.007
Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61–75. https://doi.org/10.30935/cedtech/6211
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1). https://doi.org/10.1177/0047239520934018
Educational Resources and Technology Division. (2016). Pelan strategik pembestarian sekolah 2016 – 2020. In Educational Resources and Technology Division, Ministry of Education Malaysia.
Ely, D. (1995). Technology Is the Answer! But What Was the Question?. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED381152
Falck, O., Heimisch-Roecker, A., & Wiederhold, S. (2020). Returns to ICT skills. Research Policy, June. https://doi.org/10.1016/j.respol.2020.104064
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Fong, S. F., Ch’ng, P. E., & Por, F. P. (2013). Development of ICT Competency Standard Using the Delphi Technique. Procedia - Social and Behavioral Sciences, 103, 299–314. https://doi.org/10.1016/j.sbspro.2013.10.338
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. In L. H., Z. S., & U. J. (Eds.), 11th International Conference on Computer Supported Education, CSEDU 2019 (Vol. 1, pp. 541–548). SciTePress. https://doi.org/10.5220/0007679005410548
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ use of educational technology in U.S. Public schools:2009. In National Center for Education Statistics.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
Instefjord, E., & Munthe, E. (2015). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
Irina Engeness. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96–114. https://doi.org/10.1080/02619768.2020.1849129
Ismail, R., Fauzi, A., Ayub, M., & Talib, O. (2012). Hubungan antara kompetensi guru, sokongan dan prasarana sekolah dengan sikap guru terhadap penggunaan teknologi maklumat dan komunikasi dalam pengajaran dan pembelajaran. Jurnal Pendidikan Sains & Matematik Malaysia, 2(1), 51–64.
Kaarakainen, M. T., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: a case study of students and teachers’ ICT skills in Finnish schools. Universal Access in the Information Society, 17(2), 349–360. https://doi.org/10.1007/s10209-017-0553-9
Kekic, D., & Miladinovic, S. (2013). Functioning of Educational System During an Outbreak of Acute Infectious Diseases. November 2016, 269–276.
Khamis, A. (2014). Pembangunan dan Pengesahan Instrumen Kompentensi Rekaan Fesyen Pakaian. Universiti Putra Malaysia.
Koehler, M. J., Shin, T. S., & Mishra, P. (2011). How do we measure TPACK? Let me count the ways. In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. https://doi.org/10.4018/978-1-60960-750-0.ch002
Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279–290. https://doi.org/10.1007/s10639-008-9069-5
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273
Lund, A., & Eriksen, T. M. (2016). Teacher Education as Transformation: Some Lessons Learned from a Center for Excellence in Education. Acta Didactica Norge, 10(2), 53–72. https://doi.org/10.5617/adno.2483
Mahaye, N. E. (2020). The Impact of COVID-19 Pandemic on Education?: Navigating Forward the Pedagogy of Blended Learning. The Impact of Covid-19 Pandemic on Education: Navigating Forward the Pedagogy of Blended Learning, April, 3.
Mahmud, R., Ismail, M. A. H., & Ibrahim, J. (2011). Tahap Kemahiran dan Pengintegrasian ICT di kalangan Guru Sekolah Bestari. Jurnal Teknologi Pendidikan Malaysia, 1(1), 5–13.
Martin, S. C., González, M. C., & Peñalvo, F. J. G. (2019). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
McDonagh, A., Camilleri, P., Engen, B., & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education (NJCIE), 5(4), 5–17. https://doi.org/10.7577/njcie.4226
McGarr, O., & McDonagh, A. (2019). Digital Competence in Teacher Education: Output 1 of the Erasmus+ funded Developing Student Teachers’ Digital Competence (DICTE) project. 1–49. http://dicte.oslomet.no/
Merritt, K., Smith, K. D., & Renzo, J. C. Di. (2005). An Investigation of Self-Reported Computer Literacy: Is It Reliable? Issues in Information Systems, 6(1), 289–295.
Ministry of Education Malaysia. (2023). Dasar Pendidikan Digital. Bahagian Sumber dan Teknologi Pendidikan, KPM.
Mohamed, H., Puad, M. H. M., Rashid, A. M., & Jamaluddin, R. (2021). Workplace skills and teacher competency from culinary arts students’ perspectives. Pertanika Journal of Social Sciences & Humanities, 29(1), 107-125.
Murcia, K., Campbell, C., & Aranda, G. (2018). Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3), 249–264. https://doi.org/10.14712/23362189.2018.858
Olofsson, A. D., Fransson, G., & Lindberg, J. O. (2020). A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative. Educational Studies, 46(6), 727–743. https://doi.org/10.1080/03055698.2019.1651694
Omar, M. K., Ruzaidi, D. U. A., Puad, M. H. M. P. & Jusoh, R. (2023). How digitalized are school students? Determining digital competencies and motivation factors in using technology for learning. International Journal of Academic Research in Progressive Education and Development, 12(2), 1613-1634.
Palczynska, M., & Rynko, M. (2020). ICT skills measurement in social surveys: Can we trust self-reports? Quality and Quantity, 0123456789. https://doi.org/10.1007/s11135-020-01031-4
Puteh, S., Mada, R., & Hasan, A. (2017). Teaching and Learning Innovation among Trainer Lecturer: A Case Study of Undergraduate Students Teaching Training Program at the Polytechnic, Ministry of Higher Education Malaysia. 102(Ictvt), 263–270. https://doi.org/10.2991/ictvt-17.2017.45
Rais, A. R. M., Ahmad, A. R., Saleha, A., & Hadi, N. A. A. (2015). Kompetensi Guru Terhadap Aplikasi Teknologi Maklumat dan Komunikasi (TMK) dalam Pengajaran dan Pembelajaran. Educational Community and Cultural Diversity, 1, 79–89.
Ramli, A. A., & Rahman, I. A. (2021). Isu dan Cabaran dalam Pelaksanaan Pendidikan Peringkat Rendah dan Menengah: Pendekatan Malaysia Semasa Pandemik Covid-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(9). https://doi.org/10.47405/mjssh.v6i9.1043
Redecker, C. (2017). European framework for the digital competence of Educators (DigCompEdu). In Joint Research Centre (JRC) Science for Policy Report. https://moodle.ktu.edu/pluginfile.php/428841/mod_resource/content/1/pdf_digcomedu_a4_final.pdf
Rokenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education. Nordic Journal of Digital Literacy, 2014(4), 250–280.
Salleh, K. M., Khalid, N. H., Sulaiman, N. L., Mohamad, M. M., & Sern, L. C. (2015). Competency of Adult Learners in Learning: Application of the Iceberg Competency Model. Procedia - Social and Behavioral Sciences, 204(January 2016), 326–334. https://doi.org/10.1016/j.sbspro.2015.08.160
Sani, R. M. (2018). Pembangunan Kepiawaian Kompetensi Ict Untuk Guru-Guru?: Satu Kajian Delphi. Universiti Utara Malaysia.
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers and Education, 157(November 2019), 103967. https://doi.org/10.1016/j.compedu.2020.103967
Shankar, B. J. (2020). COVID-19 PANDEMIC AS AN EMERGING ERA OF ICT Abstract?: Wutan Huatan Jisuan Jishu, 6(11).
Sipila, K. (2014). Educational use of information and communications technology: Teachers’ perspective. Technology, Pedagogy and Education, 23(2), 225–241. https://doi.org/10.1080/1475939X.2013.813407
Spencer, L. M. J., & Spencer, S. M. (1993). Competence at Work: Models for Superior Performance. Japan Productivity Center. In John Wiley & Sons, Inc.
Stan, C., & Manea, A. D. (2015). The Divergent Relationship between Assessment and Self-assessment in Higher Education. Experimental Results. Procedia - Social and Behavioral Sciences, 209(July), 497–502. https://doi.org/10.1016/j.sbspro.2015.11.278
Syahid, A. A., Sunarya, D. T., Sudin, A., Sunaengsih, C., & Karlina, D. A. (2019). ICT competences of primary school teachers. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012148
Szymkowiak, A., Melovi?, B., Dabi?, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65(March). https://doi.org/10.1016/j.techsoc.2021.101565
Tasir, Z., Abour, K. M. E. A., Halim, N. D. A., & Harun, J. (2012). Relationship between teachers’ ICT competency, confidence level, and satisfaction toward ICT training programmes: A case study among postgraduate students. Turkish Online Journal of Educational Technology, 11(1), 138–144.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462–472. https://doi.org/10.1111/bjet.12380

(Ghazali et al., 2024)
Ghazali, U. Z. M. H. M. H. M. P. A. F. M. A. N. (2024). Development and Assessment of Digital Pedagogy Competency Instrument for Teaching and Learning: A Needs Analysis. International Journal of Academic Research in Progressive Education and Development, 13(3), 2424–2436.