How to cite this paper
Mulyanti, R., Wati, L., Tusminurdin, U & Soma, A. (2024). Determinants of teacher digital competence: Empirical evidence of vocational schools in Indonesia.International Journal of Data and Network Science, 8(3), 1517-1530.
Refrences
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Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Re-search in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers' information and communication technology competencies: A structural approach. Computers & Education, 100, 110–125. https://doi.org/https://doi.org/10.1016/j.compedu.2016.05.002
Artacho, E. G., Martínez, T. S., Ortega Martín, J. L., Marín Marín, J. A., & García, G. G. (2020). Teacher training in life-long learning-the importance of digital competence in the encouragement of teaching innovation. Sustainability (Swit-zerland), 12(7). https://doi.org/10.3390/su12072852
Berger, J.-L., & D’Ascoli, Y. (2012). Becoming a VET teacher as a second career: investigating the determinants of career choice and their relation to perceptions about prior occupation. Asia-Pacific Journal of Teacher Education, 40(3), 317–341. https://doi.org/10.1080/1359866X.2012.700046
Cai, L. (2020). Standardized testing in college admissions: Observations and reflections. Educational Measurement: Issues and Practice, 39(3), 34–36.
Carter, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. https://doi.org/10.2760/38842
Cattaneo, A. A. P., Antonietti, C., & Rauseo, M. (2022). How digitalized are vocational teachers? Assessing digital compe-tence in vocational education and looking at its underlying factors. Computers and Education, 176(March 2021), 104358. https://doi.org/10.1016/j.compedu.2021.104358
Cheah, J.-H., Memon, M. A., Chuah, F., Ting, H., & Ramayah, T. (2018). Assessing reflective models in marketing re-search: A comparison between pls and pls estimates. International Journal of Business & Society, 19(1).
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/https://doi.org/10.1016/j.compedu.2012.02.001
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/https://doi.org/10.1016/j.chb.2016.11.057
Grollmann, P. (2008). The quality of vocational teachers: Teacher education, institutional roles, and professional reality. European Educational Research Journal, 7(4), 535–547. https://doi.org/10.2304/eerj.2008.7.4.535
Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology – Evidence for professional develop-ment of in-service teachers. Computers in Human Behavior, 115(November 2020), 106613. https://doi.org/10.1016/j.chb.2020.106613
Guidelines for Accreditation of Schools and Madrasas for 2023, 1 (2023). https://bansm.kemdikbud.go.id/unduh/categories/pedoman-accreditation
Guillen-Gamez, F. D., Mayorga-Fernandez , M. J. , Bravo-Agapito , J. , & Escribano-Ortiz , D. (2021). Analyzing Teach-ers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Technology, Knowledge and Learning, 26(3), 481–498. https://doi.org/10.1007/s10758-019-09432-7
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. Eu-ropean business review, 31(1), 2-24.
Hatlevik, O. E. (2017). Examining the Relationship between Teachers' Self-Efficacy, their Digital Competence, Strategies to Evaluate Information and use of ICT at School. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501
Hinojo-Lucena, F. J., Aznar-Diaz, I., Caceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodriguez, J. M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752. https://doi.org/10.1109/ACCESS.2019.2957438
Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? Linked Portal.
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307–325. https://doi.org/10.1007/s12528-016-9120-2
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280.
Krumsvik, R. J., & Jones, L. (2013). Teachers’ digital competence in upper secondary school:(work in progress). ICICTE 2013 Proceedings, 171–183.
Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital compe-tence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 2016(3), 143–164. https://doi.org/10.18261/issn.1891-943x-2016-03-02
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/https://doi.org/10.1016/j.compedu.2020.104052
Misra, P. K. (2011). VET teachers in Europe: policies, practices, and challenges. Journal of Vocational Education & Training, 63(1), 27–45. https://doi.org/10.1080/13636820.2011.552732
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiya-rach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment – experi-ences from the University Smart Learning Project. Hellion, 8(10), e10817. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e10817
Prieto, J. S., Torres, J. M. T., García, M. G., & García, G. G. (2020). Gender and digital teaching competence in dual voca-tional education and training. Education Sciences, 10(3). https://doi.org/10.3390/educsci10030084
Roll, M. J. J., & Ifenthaler, D. (2021). Multidisciplinary digital competencies of pre-service vocational teachers. Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-021-00112-4
Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Sys-tematic Review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
Savage, M., & Barnett, A. (2015). Digital Literacy, Employability and Graduate Attributes for Primary Trainee Teachers. https://eprints.worc.ac.uk/3805/
Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zufferey, J., Gurtner, J.-L., Bétrancourt, M., & Dillenbourg, P. (2015). The 'Erfahrraum': a pedagogical model for designing educational technologies in dual vocational systems. Journal of Vocational Education & Training, 67(3), 367–396. https://doi.org/10.1080/13636820.2015.1061041
Seufert, S., & Scheffler, N. (2016). Developing Digital Competences of Vocational Teachers. International Journal of Digital Literacy and Digital Competence, 7(1), 50–65. https://doi.org/10.4018/ijdldc.2016010104
SHULMAN, L. E. E. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27(June 2018), 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42. https://doi.org/https://doi.org/10.1016/j.compedu.2018.03.002
Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Re-search in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers' information and communication technology competencies: A structural approach. Computers & Education, 100, 110–125. https://doi.org/https://doi.org/10.1016/j.compedu.2016.05.002
Artacho, E. G., Martínez, T. S., Ortega Martín, J. L., Marín Marín, J. A., & García, G. G. (2020). Teacher training in life-long learning-the importance of digital competence in the encouragement of teaching innovation. Sustainability (Swit-zerland), 12(7). https://doi.org/10.3390/su12072852
Berger, J.-L., & D’Ascoli, Y. (2012). Becoming a VET teacher as a second career: investigating the determinants of career choice and their relation to perceptions about prior occupation. Asia-Pacific Journal of Teacher Education, 40(3), 317–341. https://doi.org/10.1080/1359866X.2012.700046
Cai, L. (2020). Standardized testing in college admissions: Observations and reflections. Educational Measurement: Issues and Practice, 39(3), 34–36.
Carter, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens. https://doi.org/10.2760/38842
Cattaneo, A. A. P., Antonietti, C., & Rauseo, M. (2022). How digitalized are vocational teachers? Assessing digital compe-tence in vocational education and looking at its underlying factors. Computers and Education, 176(March 2021), 104358. https://doi.org/10.1016/j.compedu.2021.104358
Cheah, J.-H., Memon, M. A., Chuah, F., Ting, H., & Ramayah, T. (2018). Assessing reflective models in marketing re-search: A comparison between pls and pls estimates. International Journal of Business & Society, 19(1).
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423–435. https://doi.org/https://doi.org/10.1016/j.compedu.2012.02.001
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompedu): Development and evaluation of a self-assessment instrument for teachers’ digital competence. CSEDU 2019 - Proceedings of the 11th International Conference on Computer Supported Education, 1(Csedu), 541–548. https://doi.org/10.5220/0007679005410548
Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J.-J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/https://doi.org/10.1016/j.chb.2016.11.057
Grollmann, P. (2008). The quality of vocational teachers: Teacher education, institutional roles, and professional reality. European Educational Research Journal, 7(4), 535–547. https://doi.org/10.2304/eerj.2008.7.4.535
Guggemos, J., & Seufert, S. (2021). Teaching with and teaching about technology – Evidence for professional develop-ment of in-service teachers. Computers in Human Behavior, 115(November 2020), 106613. https://doi.org/10.1016/j.chb.2020.106613
Guidelines for Accreditation of Schools and Madrasas for 2023, 1 (2023). https://bansm.kemdikbud.go.id/unduh/categories/pedoman-accreditation
Guillen-Gamez, F. D., Mayorga-Fernandez , M. J. , Bravo-Agapito , J. , & Escribano-Ortiz , D. (2021). Analyzing Teach-ers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Technology, Knowledge and Learning, 26(3), 481–498. https://doi.org/10.1007/s10758-019-09432-7
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. Eu-ropean business review, 31(1), 2-24.
Hatlevik, O. E. (2017). Examining the Relationship between Teachers' Self-Efficacy, their Digital Competence, Strategies to Evaluate Information and use of ICT at School. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501
Hinojo-Lucena, F. J., Aznar-Diaz, I., Caceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodriguez, J. M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744–178752. https://doi.org/10.1109/ACCESS.2019.2957438
Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? Linked Portal.
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77–93. https://doi.org/10.1080/02619768.2015.1100602
Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307–325. https://doi.org/10.1007/s12528-016-9120-2
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280.
Krumsvik, R. J., & Jones, L. (2013). Teachers’ digital competence in upper secondary school:(work in progress). ICICTE 2013 Proceedings, 171–183.
Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital compe-tence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 2016(3), 143–164. https://doi.org/10.18261/issn.1891-943x-2016-03-02
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/https://doi.org/10.1016/j.compedu.2020.104052
Misra, P. K. (2011). VET teachers in Europe: policies, practices, and challenges. Journal of Vocational Education & Training, 63(1), 27–45. https://doi.org/10.1080/13636820.2011.552732
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiya-rach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment – experi-ences from the University Smart Learning Project. Hellion, 8(10), e10817. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e10817
Prieto, J. S., Torres, J. M. T., García, M. G., & García, G. G. (2020). Gender and digital teaching competence in dual voca-tional education and training. Education Sciences, 10(3). https://doi.org/10.3390/educsci10030084
Roll, M. J. J., & Ifenthaler, D. (2021). Multidisciplinary digital competencies of pre-service vocational teachers. Empirical Research in Vocational Education and Training, 13(1). https://doi.org/10.1186/s40461-021-00112-4
Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A Sys-tematic Review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
Savage, M., & Barnett, A. (2015). Digital Literacy, Employability and Graduate Attributes for Primary Trainee Teachers. https://eprints.worc.ac.uk/3805/
Schwendimann, B. A., Cattaneo, A. A. P., Dehler Zufferey, J., Gurtner, J.-L., Bétrancourt, M., & Dillenbourg, P. (2015). The 'Erfahrraum': a pedagogical model for designing educational technologies in dual vocational systems. Journal of Vocational Education & Training, 67(3), 367–396. https://doi.org/10.1080/13636820.2015.1061041
Seufert, S., & Scheffler, N. (2016). Developing Digital Competences of Vocational Teachers. International Journal of Digital Literacy and Digital Competence, 7(1), 50–65. https://doi.org/10.4018/ijdldc.2016010104
SHULMAN, L. E. E. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27(June 2018), 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher’s ICT competencies. Computers & Education, 122, 32–42. https://doi.org/https://doi.org/10.1016/j.compedu.2018.03.002