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Teachers' digital competence in the post COVID-19 era: The effects of digital nativeness, and digital leadership capital.

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Title: Teachers' digital competence in the post COVID-19 era: The effects of digital nativeness, and digital leadership capital.
Authors: Jogezai, Nazir Ahmed1 ndjogezai@hse.ru, Koroleva, Diana1, Baloch, Fozia Ahmed2
Source: Contemporary Educational Technology. Oct2023, Vol. 15 Issue 4, p1-14. 14p.
Subject Terms: *COVID-19 pandemic, *Teachers, *Research personnel, *Online education, Digital technology, Digital storytelling
Abstract: The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as "digital inequalities," caused by factors such as insufficient organizational-level support and teachers' digital competence (DC). This study was conducted to determine teachers' DC and reveal if their DC was explained by their digital nativeness and principals' digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:The COVID-19 pandemic, which posed challenges for accommodating student learning, also opened avenues for using digital resources in online learning. However, differences were observed in their use, effectiveness, and intensity across developed and least developed societies. This is referred to as "digital inequalities," caused by factors such as insufficient organizational-level support and teachers' digital competence (DC). This study was conducted to determine teachers' DC and reveal if their DC was explained by their digital nativeness and principals' digital instructional leadership capital. The study used a quantitative research method, whereby data were collected from 393 teachers. The researchers used SmartPLS 4 and SPSS 24 to analyze data. The findings complement the available literature and help pave ways to promote the integration of digital resources in teaching and learning. [ABSTRACT FROM AUTHOR]
ISSN:1309517X
DOI:10.30935/cedtech/13620