An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom
The aim of this research is to determine the impact of perceived Teachers’ Digital Competence (TDC) on how well math teachers prepare the educational videos needed to put the flipped classroom model into practice. In preparing the videos, the teachers had to select pre-existing audiovisual...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2020-01-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/8/2/148 |
| _version_ | 1818850760357576704 |
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| author | Daniel Moreno Alicia Palacios Álvaro Barreras Virginia Pascual |
| author_facet | Daniel Moreno Alicia Palacios Álvaro Barreras Virginia Pascual |
| author_sort | Daniel Moreno |
| collection | DOAJ |
| description | The aim of this research is to determine the impact of perceived Teachers’ Digital Competence (TDC) on how well math teachers prepare the educational videos needed to put the flipped classroom model into practice. In preparing the videos, the teachers had to select pre-existing audiovisual material and then edit the content to adapt it to the flipped classroom. Described here is a non-experimental study of a sample of 50 teachers pursuing a Master’s degree in Secondary School Math Education in Spain. This is a preliminary univariate descriptive study of the relationship between TDC and the quality of videos prepared. Possible correlations between these two variables and between the characteristics of the sample are also explored. In general, the teachers had an intermediate level of TDC and prepared satisfactory videos. Nevertheless, the videos were deficient in the sections related to their pedagogical and math instructional components. No correlation was observed between TDC and the quality of the videos prepared. These results indicate that the integration of technological, pedagogical, and math instructional components is more important for developing quality instructional videos than the technological component alone. Teacher training should incorporate elements which emphasize the application of technology to the pedagogical process of math instruction. |
| first_indexed | 2024-12-19T06:54:15Z |
| format | Article |
| id | doaj.art-1dc3a163aa3d40af8ad1821890702657 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-12-19T06:54:15Z |
| publishDate | 2020-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-1dc3a163aa3d40af8ad18218907026572022-12-21T20:31:35ZengMDPI AGMathematics2227-73902020-01-018214810.3390/math8020148math8020148An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math ClassroomDaniel Moreno0Alicia Palacios1Álvaro Barreras2Virginia Pascual3Facultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, SpainFacultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, SpainFacultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, SpainFacultad de Educación, Universidad Internacional de La Rioja, 26006 La Rioja, SpainThe aim of this research is to determine the impact of perceived Teachers’ Digital Competence (TDC) on how well math teachers prepare the educational videos needed to put the flipped classroom model into practice. In preparing the videos, the teachers had to select pre-existing audiovisual material and then edit the content to adapt it to the flipped classroom. Described here is a non-experimental study of a sample of 50 teachers pursuing a Master’s degree in Secondary School Math Education in Spain. This is a preliminary univariate descriptive study of the relationship between TDC and the quality of videos prepared. Possible correlations between these two variables and between the characteristics of the sample are also explored. In general, the teachers had an intermediate level of TDC and prepared satisfactory videos. Nevertheless, the videos were deficient in the sections related to their pedagogical and math instructional components. No correlation was observed between TDC and the quality of the videos prepared. These results indicate that the integration of technological, pedagogical, and math instructional components is more important for developing quality instructional videos than the technological component alone. Teacher training should incorporate elements which emphasize the application of technology to the pedagogical process of math instruction.https://www.mdpi.com/2227-7390/8/2/148teachers’ digital competenceinstructional videoflipped classroomteacher continuing professional developmentmathsecondary education |
| spellingShingle | Daniel Moreno Alicia Palacios Álvaro Barreras Virginia Pascual An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom Mathematics teachers’ digital competence instructional video flipped classroom teacher continuing professional development math secondary education |
| title | An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom |
| title_full | An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom |
| title_fullStr | An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom |
| title_full_unstemmed | An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom |
| title_short | An Assessment of the Impact of Teachers’ Digital Competence on the Quality of Videos Developed for the Flipped Math Classroom |
| title_sort | assessment of the impact of teachers digital competence on the quality of videos developed for the flipped math classroom |
| topic | teachers’ digital competence instructional video flipped classroom teacher continuing professional development math secondary education |
| url | https://www.mdpi.com/2227-7390/8/2/148 |
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