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All Journal Journal of English Education and Teaching (JEET)
Imam Santosa
Universitas Esa Unggul
Languange, Linguistic, Communication & Media

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Portrayal of Professional Digital Competence (PDC) of English Teacher: Digital Immigrant vs. Native Imam Santosa; Ifan Iskandar
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.183-202

Abstract

This study aimed to investigate the differences in professional development for digital competence (PDC) levels between digital immigrant and digital native teachers. A total of 49 teachers participated in the study. Data was collected through an online survey that measured their PDC levels in seven domains: Subject and Basic Skills, School in Society, Ethics, Pedagogy and Subject Didactics, Leadership of Learning Processes, Interaction and Communication, and Change and Development. The results indicated that there were slight differences between the PDC levels of digital immigrant and digital native teachers. Digital immigrant teachers had higher percentages at the none level and the skills level, while digital native teachers had higher percentages at the knowledge level and the competence level. The findings suggest that both groups of teachers have relatively high levels of PDC, indicating that they are capable of using technology effectively in their teaching practices. The study highlights the importance of ongoing professional development for both groups to ensure they are equipped with the necessary digital competencies to effectively support their students in the digital age. The PDC framework can be a useful tool for identifying areas of strength and weakness for both digital learner groups, and can guide the development of targeted professional development programs.
Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses Sri Sumarni; Ifan Iskandar; Imam Santosa
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.613-631

Abstract

This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.
Co-Authors Ifan Iskandar Sri Sumarni