Page 137 - International Perspectives on Effective Teaching and Learning in Digital Education

Digital Competencies of Future Teachers

Table 5 Students’ Self-Assessments of Their Abilities in Storing, Managing, and Deleting Digital
Content
I can … N M SD MIN MAX U p
… copy and save the screenshot from 356 4.34 .61 3. 5. 13493.5 .18
various smart devices.
… delete some of my connections/ 356 4.9 .7 . 5. 14545. .91
friends in various social networks.
… download content and save it directly 356 4.16 .67 . 5. 13155. .84
to the relevant folder.
… organize the files on my computer 356 4.11 .81 . 5. 11816. .1
into a hierarchical folder structure.
… take a photo or a video and save it in 356 4.8 .76 . 5. 1378. .1
various formats (mp4, wmv, avi, qt, gif,
jpg, etc.) using various smart devices and
digital recording tools.

ficiency in recording and saving photos or videos in various formats, as well
as in organising files into a hierarchical system of folders on their computers.
However, no significant differences were observed in their abilities to transfer
and save content directly to specific folders, take and save screenshots on
various smart devices, or remove friends/connections on social media.

Evaluate
The responses in this section reveal students’ self-assessed abilities in evalu-
ating digital content and devices. Students feel most confident in evaluating
whether an email is spam, adware, phishing, or fraud. Evaluating whether
information is a hoax, fake, scam, or fraud also ranks highly, indicating that
students are quite confident in their ability to discern the credibility of on-
line information. Critiquing objects or smart devices on relevant social me-
dia platforms and evaluating objects and smart devices using appropriate
quality criteria have the same average rating. Evaluating whether a website
is secure and trusted is another area where students feel confident, although
slightly less so than in identifying email fraud or evaluating information cred-
ibility. Identifying online content’s intellectual property rights (IPRs) has the
lowest average rating among the tasks listed. Although still moderately con-
fident, students perceive this task as more challenging than others, possibly
due to the complexity and specialised knowledge required to understand
and identify IPRs.
The Mann-Whitney test revealed significant differences in three abilities be-
tween elementary and preschool education students. Elementary education
students generally ranked higher in their ability to judge whether an email

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