Page 135 - International Perspectives on Effective Teaching and Learning in Digital Education
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Digital Competencies of Future Teachers
Table 3 Students’ Self–Assessments of Their Abilities in Developing, Applying, and Modifying
Digital Content and Tools
I can … N M SD MIN MAX U p
… convert content from one format to 356 4.5 .74 . 5. 1856.5 .39
another format.
… create an event and set notifications 356 3.99 .81 . 5. 14535. .94
using a digital calendar (e.g., Google
Calendar, Apple Calendar, Microsoft
Outlook Calendar).
… create a document with text, 356 3.96 .73 . 5. 13554.5 .1
diagrams, tables, reports, and advanced
formatting.
… apply statistical techniques using 356 3.33 .86 1. 5. 13474.5 .95
appropriate software (e.g., SPSS, R,
MS Excel, Google Sheets) to make
forecasting or predictions.
… creatively design and/or develop a 356 .75 1. 1. 5. 168. .8
website using various digital tools (e.g.,
Wix, WordPress).
… apply Creative Commons licenses to 356 .63 1.6 1. 5. 13693. .95
content or software that I have created.
reports follows closely. Applying statistical techniques with the use of appro-
priate software shows moderate confidence among students. The ability to
creatively design and/or develop websites using tools such as Wix or Word-
Press has a lower average. This indicates that students feel less confident in
web design and development, which could be due to the specialised skills
required for such tasks. Applying Creative Commons licenses to content or
software created by students has the lowest average. This suggests that stu-
dents are not as familiar with or confident in the legal and procedural aspects
of applying licenses to their work, which additionally highlights an area in
need of further education or training.
The Mann-Whitney test showed significant differences in two abilities be-
tween elementary and preschool education students. Elementary education
students generally ranked higher in website design and development and con-
verting content formats. However, no significant differences were found in their
abilities to use digital calendars, create documents with advanced formatting,
add Creative Commons licenses, or use statistical techniques for predictions.
Communicate, Collaborate, Share
The responses offer insights into students’ self-assessed communication, col-
laboration, and sharing abilities using digital tools. Students feel most con-
fident collaborating with others using various smart devices, platforms, and
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