Developing a Digital Competency Model for Geography Teachers Based on International Society for Technology in Education (ISTE) Standards
Subject Areas :Ihab Razzaq Nayyef AL-Shafeay 1 , نصراله قشقایی زاده 2 , Hasan mohammed Kadhim Jadili 3 , نرگس سعیدیان خوراسگانی 4
1 - PhD Student, Department of Educational Management, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of Educational Administration, Isfahan(Khorsgan),Islamic Azad University, Isfahan, Iran
3 - Assistant Professor, Department of Philosophy of Education, University of Karbala, Karbala, Iraq
4 -
Keywords: Digital competencies, geography teachers, International Society for Technology in Education (ISTE) standards.,
Abstract :
Digital competence is a contemporary concept used to describe technology-related skills and refers to the knowledge and abilities individuals need to navigate the digital world. This study aimed to develop a model for the digital competencies of geography teachers in Iraq based on the International Society for Technology in Education (ISTE) standards. Employing a qualitative mixed-method approach, the research utilized grounded theory methodology. Participants included university professors and technology specialists in Iraq. A total of 14 participants were selected through purposive sampling based on the principle of theoretical saturation. Data collection was conducted using semi-structured interviews, and qualitative data analysis was performed through coding (open, axial, and selective). The findings revealed that geography teachers' digital competencies can be categorized into five main domains: digital teaching competencies, content and tools competencies, continuous skill development, communication and online collaboration competencies, and digital evaluation and monitoring. The results highlighted that digital competencies play a crucial role in improving the quality of geography education and fostering stronger interactions between teachers and students. The proposed model, based on ISTE standards, can serve as a framework for designing educational programs and professional development initiatives, contributing to the enhancement of education and learning quality in Iraq.
References
Abuhmaid, A. (2011). ICT training courses for teacher professional development in Jordan. Turkish Online Journal of Educational Technology-TOJET, 10(4), 195-210. [ERIC]
Al-Khanaifsawy. (2023). A Study on Iraqi Teachers’ Roles and Willingness to Accept Educational Technology. International Journal of Research in Social Sciences and Humanities, (IJRSSH), Vol. No. 13, Issue No. II.
Al-Samarrai, S., et al. (2019). Challenges in education in Iraq: An analysis of digital competence development. UNESCO.
Althubyani, A. R. (2024). Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study. Sustainability, 16(7), 2796. https://doi.org/10.3390/su16072796
Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of Elearning and Knowledge Society, 4(3), 183- 193.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
Cresswell, J. (2013). Qualitative inquiry & research design: Choosing among five approaches.
Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: An analysis of current frameworks. In A. Ravenscroft. (Ed.), European conference on technology enhanced learning. (pp.79–92).
Flick, U. (2019). From intuition to reflexive construction: Research design and triangulation in grounded theory research. The SAGE handbook of current developments in grounded theory, 125-144.
Govindaraj, A., & Silverajah, V. G. (2018, October). A preliminary study in the need of designing and implementing technology coaching programme. In Proceedings of the 10th International Conference on Education Technology and Computers (pp. 17-21).
Hatch, M. J., & Cunliffe, A. L. (2009). Théorie des organisations: de l'intérêt de perspectives multiples. De Boeck Supérieur.
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, 655-679.
ISTE. (2016). ISTE standards for educators. International Society for Technology in Education.
Khudhair, A., Alhsnawy, F., Hamza, D., Kzar, M., Jawoosh, H., Ahmed, M., Kzar, M., & Ghazi, M. (2024). Impact of Digital Competence on the Teaching of Sports Education Curricula in IRAQI Civil Universities. Education Journal, 13(2), 77–82. https://doi.org/10.11648/j.edu.20241302.14
Kiryakova, G.; Kozhuharova, D. (2024). The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age. Educ. Sci. 14, 507. https://doi.org/10.3390/educsci14050507
Martin, F. (2006) e-geography – Using ICT in quality geography, Sheffield: Geographical Association. This book provides many ideas on classroom applications and is intended to stimulate thought about the pedagogy of using ICT applications.
Pryor, C. R., Bitter, G.G. (2008). Using multimedia to teach inservice teachers: impacts on learning, application, and retention. Computers in Human Behavior, 24, 2668-2681.
Ramezanpour, E., Pourkarimi, J., Fatemi, S.O., & Masoumi, D. (2021). Providing a Meta-Synthesis Model of Competencies of E-Learning Courses Instructors. Information and Communication Technology in Educational Sciences,11(4), 5-25. (In Persian)
Saritepeci, M., Balıkçı, H. C., & Ermiş, U. F. (2024). Student Competencies Development and Transformation in Technology Integration: A Review from the Perspective of Innovative Teachers. Education, Development and Intervention: Toward Participatory and Integrated Solutions, 85-99.
Shamshirgarn, F., Mousapour, N., Arabzadeh, M., & Afkari, F. (2024). Identifying the components utlized media Didactica by teachers in the post-corona era. Information and Communication Technology in Educational Sciences. 14(3), 29-50. (In Persian)
Soheili, F. , Arezi, S. and Mohamadi, R. (2021). The relationship between digital competence and individual and contextual factors: a Study of teachers of Sanandaj. Digital and Smart Libraries Researches, 8(3), 1-12. (In Persian)
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
Taghvaeeyazdi, M. (2021). Structured Analysis of E-Learning Culture in Educational Systems: An Approach to the Covid Crisis 19 (Review). Information and Communication Technology in Educational Sciences. 12(46), 109-134. (In Persian)
Wang, P., & Ko, J. (2024). ICT competency and practicum of preservice teachers as digital natives: a mixed-method study. Asia Pacific Journal of Education, 44(4), 901-916.
Zabolotska, O., Zhyliak, N., Hevchuk, N., Petrenko, N., & Alieko, O. (2021). Digital competencies of teachers in the transformation of the educational environment.
Zhang, Q., & Shen, W. (2024, June). A Review of Research on Information Technology Teaching Problems and Countermeasures in Basic Education in The Past Ten Years——Knowledge Graph Analysis based on Cite Space. In 2024 3rd International Conference on Social Sciences and Humanities and Arts (SSHA 2024) (pp. 611-621). Atlantis Press.
Zhou, S., & Song, H. (2022). Exploring teacher educators’ post-pandemic intention to teach online in mainland China: the social cognitive career theory perspective. Journal of Education for Teaching, 48(4), 424-440.
