Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners.

Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy

The aim of this study is to show the relationship between the attitude to new media in the group of future and current teachers and the evaluation of the new e-learning platform. The research problem is closely related to the development of digitally mediated education. It is the teachers who first experiment and are responsible for implementing new digital solutions in education. The research focuses on the juxtaposition of the motivation factor and evaluation of the new tool - learning environment - SELI (Smart Ecosystem for Learning and Inclusion) platform. The survey was conducted in Poland - Pedagogical University of Krakow in May-July 2020 on a sample of 226 people, mixing students (83.3%) and active teachers (16.7%) raising their professional qualifications. On the basis of the collected data, it was noted that: 1) positive attitude to media in one area of use, e.g. private is linear with positive attitude in another area, e.g. professional 2) attitude to new media is constant and does not change under the influence of testing new educational environments 3) the vast majority of teachers and future educators positively assess the use of ICT in education 4) only about 25% have mixed opinions about increasing motivation and involvement of students under the influence of ICT.

How Does the Attitude to New Media influence the Evaluation of a new e-Learning Platform Among Current and Future Teachers?

The aim of this article is to explore the level of digital literacy (DL) among students of the pedagogical faculties in Poland based on previous research. DL is one of the key competences of future teaching staff. The discussion on DL and how it is measured is part of the reflection on the shape of the future school and educational programmes at universities of pedagogy. Understanding the state of preparation of new pedagogical cohorts in the intensively developing information society requires the organization of those conclusions reached so far by the relevant research. For this purpose, a systematic analysis of the literature (peer-reviewed articles) indexed in repositories and scientific databases such as Google Scholar, EBSCO, Scopus and Web of Science was used. Based on data from 2001 to 2021 on Polish students, these being future educators, it was noted that: (1) Measurement of DL is rare, with preference given to theoretical analyses; (2) The research is dominated by quantitative techniques and tools mostly deprived of theoretical framework and psychometric properties based on a number of inconsistent indicators; (3) Occasionally DigCompEdu, TPACK, Eurostat typologies are used for measurement; (4) DL measurement is mostly based on students’ self-declarations; (5) Studies are conducted in different centres without representative samples, and the samples used are usually small; (6) The level of DL is most often described as average or good; (7) Students of pedagogical faculties prefer to rely on common software and services of the information society; (8) Attitude towards new media in education is diversified within this group; and (9) There is a need to develop new, standardized research tools measuring DL, which might nullify the Dunning–Kruger effect. 

Digital Literacy Among Students of Pedagogical Faculties in Poland—A Systematic Literature Analysis

Upon the analysis of empirical material obtained by interviews to middle-school teachers of public institutes of Montevideo, the paper examines their perceptions about their own difficulties in their teaching practices. They are linked with the characteristics of the Teacher-training system and the practice in the labor place.

Formación docente y educación preuniversitaria en Uruguay: la crisis de un modelo

This article shares the results of a systematic mapping of digital competency (DC) studies among preservice teachers in Uruguay from 2000 to mid-2021. The aim of the study has been to have a general view of preservice teachers’ DC building as far as it is approached and studied by different national and international academics and researchers. The following specific objectives were established: (1) identifying research teams dealing with DCs in preservice teacher education in Uruguay and their institutional affiliation, (2) identifying methodological approaches, and (3) mapping pre-service teachers’ DC-related sub-topics, addressed by researchers. Among other findings, 38% used mixed, qualitative, and quantitative methods, 32% applied qualitative techniques, and 20% reported experiences, either related to classroom practices or to the organization and management of educational institutions. 7% were the result of quantitative studies and 3% were action research projects. Topics addressed are DC and the place it should have in the curriculum, teaching practices to train preservice teachers, preservice teachers’ perceptions about their own digital competencies, the level of preservice teachers’ digital competencies and public policies regarding DC building. Research results reveal that preservice teachers are currently experiencing an ongoing renewal process, which still shows fragmentation and a variety of approaches to DC training, although some important achievements are also evident. Mostly, these achievements are in reference to the presence of an initial group of academics who have decided to focus on the topic from the point of view of a situated practice. 

Mapping Digital Competency Studies in Preservice Teaching Programs in Uruguay

Este trabajo fue apoyado por el proyecto ERANET-LAC que ha recibido financiacion de la Union Europea
Septimo Programa Marco. Proyecto Ecosistema Inteligente para el Aprendizaje y la Inclusion - ERANet17/ICT-0076SELI

https://ikm.mk/ojs/index.php/KIJ/article/download/1397/1313

ICT and preservice teachers. Short case study about conditions of teacher preparation in: Dominican Republic, Ecuador, Uruguay and Poland

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ICT and preservice teachers. Short case study about conditions of teacher preparation in: Dominican Republic, Ecuador, Uruguay and Poland