{"id":2833,"date":"2022-04-13T11:51:03","date_gmt":"2022-04-13T15:51:03","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2833"},"modified":"2022-04-13T11:51:03","modified_gmt":"2022-04-13T15:51:03","slug":"2833","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2833","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Almerich, G., Orellana, N., Su\u00e1rez-Rodriguez, J., &amp; D\u00edaz-Garcia, I. (2016). Teachers\u2019 information and communication technology competencies:&nbsp;&nbsp;A structural approach.&nbsp;<em>Computers &amp; Education, 100<\/em>, 110-125.&nbsp;<a href=\"http:\/\/dx.doi.org\/10.1016\/j.compedu.2016.05.002\">doi:10.1016\/j.compedu.2016.05.002<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: \u201cTeachers\u2019 information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. One problem with teachers\u2019 ICT competences is the proliferation of various frameworks which entail a lack of definition of these competences. The objective of this article is twofold: to establish a basic framework that shapes the subsets of ICT competences (technological and pedagogical) in all teachers at all levels (Primary, Secondary and Higher Education); to determine how various personal and contextual factors influence these subsets. For this purpose, a study of secondary analysis has been made with data from two survey design studies on teachers\u2019 ICT competences that collect information from a sample of 1095 male and female Primary, Secondary and Higher Education teachers in the Valencian Community (east Spain). A Multiple Indicators and Multiple Causes Model (MIMIC) was used to validate the teachers\u2019 ICT competences model. The study results indicated that teachers\u2019 ICT competences form a unique set composed of two subsets, technological competences and pedagogical competences. Moreover, the technological competences influenced the pedagogical ones. We also found that personal and contextual factors have a relevant impact on the competences subsets. This article helped clarify and delimit the framework of teachers\u2019 ICT competences. Besides, this basic model of ICT competences should be a key element for teacher training in ICT. This article also shows how the influence of personal and contextual factors must be considered when designing training plans.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Almerich, G., Orellana, N., Su\u00e1rez-Rodriguez, J., &amp; D\u00edaz-Garcia, I. (2016). Teachers\u2019 information and communication technology competencies:&nbsp;&nbsp;A structural approach.&nbsp;Computers &amp; Education, 100, 110-125.&nbsp;doi:10.1016\/j.compedu.2016.05.002 Abstract: \u201cTeachers\u2019 information and communication technology (ICT) competences are a key variable to integrate such resources into the teaching-learning process. One problem with teachers\u2019 ICT competences is the&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2833\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[83,454,500,507],"coauthors":[2301],"class_list":["post-2833","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-teacher-digital-competency","tag-teacher-training","tag-ict","tag-information-and-communication-technology","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2833","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2833"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2833\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2833"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2833"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2833"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2833"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}