通过自我反思来衡量卫生科学教师的数字能力:当前状态和上下文方面
Halil Ersoy1, Cigdem Baskici2, Aydan Aytar3
1Computer Education and Instructional Technology, Başkent University, Ankara, Türkiye.
PeerJ
|November 15, 2024
概括
大多数健康科学教师拥有中等数字能力,将技术纳入教学. 年龄和经验等因素影响这种技能,突出了对支持性机构环境的需求.
科学领域:
- 卫生科学教育健康科学教育
- 教育技术的教育技术
- 数字学习数字学习
背景情况:
- 对于现代教育工作者来说,数字能力至关重要,尤其是在健康科学领域.
- 了解教师的数字技能有助于制定有效的技术整合策略.
- 这项研究解决了评估卫生科学教师数字能力的需要.
研究的目的:
- 确定卫生科学学院的数字能力水平.
- 确定影响教师数字能力的上下文因素.
- 为增强在健康教育中的数字技术使用提供见解.
主要方法:
- 使用自我反思问卷和人口调查进行描述性研究.
- 数据来自6所大学的306名健康科学教师.
- 分析的重点是数字能力水平和影响因素.
主要成果:
- 大多数教师表现出中级 (集成者或专家) 数字能力.
- 关键影响因素包括年龄,数字教学经验,工作环境感知和在线课程经验.
- 教师成功地将数字技术整合到他们的教学实践中.
结论:
- 卫生科学教师一般具有足够的数字能力教学.
- 机构应培养鼓励实践和体验数字工具的环境.
- 卫生教育机构的战略支持可以促进更大的技术采用.
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