Natalia Divinska, Yelizaveta Kriukova, Lesya Poriadchenko. Developing a model for digital competence of a foreign language teacher

DOI: https://doi.org/10.62204/2336-498X-2023-2-13

DEVELOPING A MODEL FOR DIGITAL COMPETENCE

OF A FOREIGN LANGUAGE TEACHER

Natalia Divinska,

Ph.D. in Pedagogical Sciences, Senior Researcher,

State Scientific Institution «Institute of Education Content Modernization», Ukraine,

griffnata@ukr.net; ORCID: 0000-0002-6165-0133

Yelizaveta Kriukova,

Ph.D. Pedagogical Sciences, Associate Professor,

National Technical University of Ukraine

«Igor Sikorsky Kyiv Polytechnic Institute», Ukraine,

lizacru@ukr.net; ORCID: 0000-0002-7408-9584

Lesya Poriadchenko,

Ph.D. Pedagogical Sciences, Associate Professor,

Dragomanov Ukrainian State University, Ukraine,

l.a.poriadchenko@udu.edu.ua; ORCID: 0000-0001-8596-8907

Annotation. This article explores the significance of digital competence in the context of Ukrainian higher education. It emphasizes the importance of integrating digital tools into teaching, offers insights into existing frameworks for digital competence, and highlights the challenges teachers may face in this regard. The article presents a comprehensive model for the development of digital competence among foreign language teachers. This model focuses on principles such as purposefulness, integration with the educational process, continuous learning and self-development, collaboration and experience sharing, and individualization. It also underscores the importance of clear assessment and feedback mechanisms to help teachers gauge their progress.

Furthermore, the article provides insights into various information and communication technologies (ICT) tools used by foreign language teachers in Ukrainian higher education. It discusses how electronic textbooks, interactive whiteboards, virtual tours, video conferencing, and other digital resources can enhance language learning and improve student engagement.

The article acknowledges challenges in developing digital competence among teachers, such as time constraints, limited technical knowledge, lack of confidence, and resource scarcity. To address these challenges, it emphasizes the importance of administrative support, training, and technical assistance for educators.

Keywords: digital competence, foreign language, model for digital competence of a foreign language teacher.

Introduction. Digital competence is almost the main key competence that should be formed in a higher education teacher, in the current conditions of development and functioning of the higher education system of Ukraine. This is confirmed by a number of regulatory documents, such as the National Qualifications Framework [6], the Standard for the group of professions «Teachers of Higher Education Institutions» [13], the «Professional Standard of Teacher» [10], approved in 2020, which includes the following core professional competencies linguistic and communicative; subject-methodical; information and digital; psychological; emotional and ethical; inclusive; health; design; prognostic; organizational; evaluative and analytical; innovative; reflective; lifelong learning and the ability to carry out pedagogical partnership, etc.

Digital competence is understood as the confident, critical, and responsible use and interaction with digital technologies for learning, working, and participating in society, which includes information literacy and data use, communication and collaboration, digital content creation (including programming), security (including digital well-being and cybersecurity competencies), etc. [7].

Digital skills are defined as a set of abilities to use digital devices, communication applications, and networks to access and manage information, which are necessary for learning, and working in a rapidly evolving digital world (UNESCO, 2018; University of Bath, 2021) [2].

The analysis of the scientific literature suggests that the digital competence of a teacher implies the availability of various knowledge, skills, and abilities in the use of information technologies in the educational process, including:

− Knowledge of the theory and practice of using information and digital technologies in the educational process, including familiarization with modern approaches to the use of information and digital technologies that can be used to improve the quality of education and increase the effectiveness of students’ knowledge.

− Possession of practical skills in working with various software tools and services for creating, editing, and designing educational content, as well as video conferencing and other information and communication technologies (ICT) for interaction with students and colleagues.

− Ability to apply ICT in the educational process and organize classes using various ICT tools, including the creation of digital content, video lectures, interactive exercises, and tasks, as well as the use of specialized learning platforms.

− Development of critical thinking and ethical behavior on the Internet, including the ability to identify sources of information, assess its reliability and use information in accordance with intellectual property rules and ethical standards.

− Communication skills to interact with students and colleagues in an electronic format, including the ability to communicate effectively using email, social media, instant messengers, and other communication tools.

− Readiness for continuous self-improvement and self-education in the field of ICT and the development of new methods of using these technologies in their professional activities.

The above allows us to consider the formation of digital competence as a complex process that involves not only the development of relevant knowledge and skills in digital literacy but also the formation of the teacher’s readiness to use information and communication technologies. Thus, these processes are interrelated and require certain and sometimes significant efforts on the part of the teacher.

Purpose of the article: to reveal the essence of the concept of teachers’ digital competence; and to identify the main components of a foreign language teacher’s digital competence on the basis of the study.

Research methods. During the study, theoretical and empirical methods were used. The theoretical methods include analysis of regulatory documents and scientific literature; comparison and systematization to identify and substantiate pedagogical conditions. The empirical method was a survey of foreign language teachers to determine their readiness to use information and digital technologies in their professional activities.

Theoretical Consideration. To develop a model and methodology for diagnosing the formed digital competence of a foreign language teacher, which could be implemented independently of dissertation research and adapted to the defined goals, we need to analyze the models that already exist and are being implemented by scientists around the world.

European research communities and practitioners developed and presented the European Digital Competence Framework for Citizens (DigComp) in 2016-2017 [1; 8]. This conceptual reference model is built in 5 dimensions, which outline the following areas: information and data skills, communication and cooperation, digital content creation, and security. The framework also provides relevant descriptors and names of competencies (related to each area); literacy levels (for each competence); and examples of knowledge, skills, and attitudes (applied to each competence). It should be noted that this model is aimed at implementing the Europe 2020 strategy, which defines the key role played by information and communication technologies to support European citizens, and increase confidence in ICT and competitiveness.

The Digital Competence Framework for Educators (DigCompEdu) was developed in 2018. It is a scientifically based framework that describes in detail the competence of teachers in digital technologies. Thus, the Digital Competence Framework for Educators (DigCompEdu) is an initiative developed by the European Commission to promote digital competence among educators in Europe. It is an extension of the broader Digital Competence Framework for Citizens (DigComp), which aims to provide a common reference framework for digital competence across Europe.

DigCompEdu is specifically designed to address the needs of teachers, trainers, and other educational professionals by defining the digital competencies they should possess to effectively integrate digital technologies into their teaching practices. The framework consists of a set of competency areas and descriptors that help educators assess and develop their digital skills.

The DigCompEdu framework is organized into six key areas of digital competence:

Information and Data Literacy: Educators should be able to find, evaluate, and manage digital information and data effectively. This includes skills related to searching for information online, critically assessing the reliability of online sources, and handling data in educational contexts.

Communication and Collaboration: This area covers skills related to using digital tools and platforms for communication and collaboration, both with colleagues and students. Educators should be proficient in using email, social media, and other digital communication tools.

Digital Content Creation: Educators should be able to create and adapt digital content for educational purposes. This includes the ability to produce multimedia materials, design digital learning resources, and understand copyright and licensing issues.

Safety: This area focuses on digital safety and security. Educators should be aware of online risks and threats, understand how to protect their personal and professional data and teach students about digital safety.

Problem-Solving: Digital competence includes using technology to solve problems and make informed decisions. Educators should be able to troubleshoot common technical issues and encourage critical thinking among their students.

Pedagogy: This aspect of the framework emphasizes the integration of digital technologies into teaching and learning. Educators should be able to design effective digital learning activities, assess digital skills, and adapt their teaching methods to meet the needs of digitally literate students.

DigCompEdu provides a structured framework for educators to self-assess their digital competencies, identify areas for improvement, and set goals for professional development. It is intended to support the effective use of digital technologies in education, which is increasingly important in the 21st century.

Educational institutions, policymakers, and teacher training programs can use DigCompEdu to guide curriculum development and training initiatives to ensure that educators are well-prepared to navigate the digital landscape and provide high-quality, digitally enhanced education [1].

It should be noted that contemporary Ukrainian researchers are creating models for the development of teachers’ digital competence in various subjects.

Yu. Kyva has developed and experimentally tested a professionally oriented model of ICC of teachers in the military education system in remote learning. Its main blocks are conceptual (containing the purpose and subordinated primary tasks for the development of ICC of teachers in the system of military education according to the fundamental principles of information, competence-based, subject-activity, andragogic and contextual methodological approaches); contend-related (containing the content of the ICC of teachers; the requirements for its development talking into account the modern achievements in the psychological, pedagogical and methodological fields, information sphere; contributing to the consistency, continuity and persistence of development of the system of their informational and communicative knowledge); subject (containing the process of interaction between the teaching subject – the teacher(s) and the learning subject – the learner(s); methodological (containing the author’s methodology for the development of ICC of teachers in the system of military education in the process of remote learning); diagnostic and resulting ( containing criteria and indicators for diagnosing the development of teachers’ ICC; its levels of development (low, medium, sufficient, high) [3].
Sayapina developed a pedagogical model for the formation of digital competence of future economists, which includes target, conceptual, content, methodological, technological, procedural, diagnostic, and effective blocks; substantiated the structure of digital competence of future economists based on the use of the digital intelligence standard, which includes eight components: digital identity, digital use, digital risks, digital security, digital emotional intelligence, digital communication, digital literacy, digital rights, and three levels: digital citizenship, digital creativity, and digital entrepreneurship [12].
Makarevich did the model of formation of information competence of future teachers of Geography. It combines educational and informational aspects of their professional development that includes such blocks: organizational and destination; content and procedural; and effective. Their components have a goal and set tasks for implementation; principles and methodological approaches; system of the top pedagogical conditions that optimize the improvement of the formation of information competence of future teachers of Geography; functions of information competence; a set of forms, methods, and technologies that make it possible implementation of the models and results.[5].

A model for the development of teachers’ information and digital competence based on networking in postgraduate education was developed and implemented for students of advanced training courses by the Department of Educational and Information Technologies of the Sumy Regional Institute of Postgraduate Pedagogical Education by L. Petrova and O. Podlinaieva [9]. The researchers identified pedagogical conditions under which the formation of digital competence will be effective:

‒ the content of in-service training is formed taking into account modularity, variability, and focus on the professional activity of the teacher;

‒ preparation and stimulation of teachers to networking;

‒ intercourse support of teachers in the field of ICT application in professional activity in the mode of intercourse interaction;

‒ application of distance technologies in teacher training.

Thus, the analysis suggests that the problem of developing teachers’ digital competence remains relevant and requires further research.

Research Results. The conducted research gives us the right to assert that the model of digital competence of a foreign language teacher should be built

‒ on the principles of digital competence development;

‒ directly on the introduction and application of digital technologies in the educational process;

‒ on conducting competently developed diagnostics.

The model of this production is presented in Fig. 1.

The development of a foreign language teacher’s digital competence is based on several principles that contribute to an effective and structured learning and development process. Here are some of these principles:

Purposefulness. The development of digital competence should be aimed at achieving specific goals that are determined according to the needs of the teacher and the educational process. The goals may include improving the quality of learning, developing new teaching approaches, introducing innovative technologies, etc.

Fig. 1. Model for Digital Competence of a Foreign Language Teacher

Integration with the educational process. Digital competence development should be integrated into all aspects of the educational process. This means that teachers should use digital technologies and tools as part of their pedagogical practices, curricula, assessment, and communication with students.

Continuous learning and self-development. The development of digital competence is a process that requires continuous learning and self-improvement. Teachers should be prepared to learn new digital tools and technologies and to use them in their practice. It is important to encourage teachers to study and use new digital resources on their own.

Collaboration and exchange of experience. It is important to create a favourable environment for collaboration and exchange of experience between teachers. This may include the creation of groups to discuss digital practices, which is an important principle of developing the digital competence of foreign language teachers. These groups can be organized at the level of the higher education institution or as part of specialized projects and initiatives. They provide an opportunity to share experiences, ideas, best practices, and resources in the field of digital technologies in education. In these groups, teachers can discuss their successes and challenges, develop joint projects, and collaborate on the implementation of new digital practices in the educational process.

Additionally, online platforms and social media can be used to create virtual communities where teachers can discuss digital practices, ask questions, share resources, and support each other in the process of developing digital competence.

It is important to provide opportunities for teachers to actively participate in such groups and to provide support, mentoring and resources for their development. Such a community will help teachers improve their digital skills, learn about new trends and innovations in digital education, and contribute to their professional growth.

It should be noted that the model can be expanded and changed. The main components of the model for developing a foreign language teacher’s digital competence may include:

Development and implementation of specialized educational programmes and courses aimed at teaching teachers to use digital technologies in the educational process and in research. These programmes may include training in the use of computer programs, electronic resources, web tools, online communication, etc.

Organizing seminars, trainings, and workshops on digital competence for foreign language teachers. These can be offline events, webinars, or online courses. They will help employees learn new skills, update their knowledge, and share their experience with colleagues.

Establish a system of mentoring and partnership between academic staff with different levels of digital competence. Experienced academic staff can act as mentors and advisors to less experienced colleagues. They can share their knowledge, skills, and practical experience in using digital technologies in teaching and research. Such interactions facilitate the exchange of ideas, stimulate professional development, and contribute to the digital competence of academic staff.

Active participation in professional communities, scientific conferences, seminars, forums, and other events dedicated to digital education and technologies. This will allow teachers to get new ideas, interact with colleagues, discuss issues, and find common solutions.

Considering the individual needs and level of training of each teacher. Digital competence development should be tailored to the specific characteristics and needs of each employee. It is important to ensure the availability of various resources and support for self-study and self-development.

Establish mechanisms for assessing the level of digital competence of foreign language teachers and providing feedback. This includes digital competence diagnostics and evaluation of projects, portfolios, etc. These methods allow employees to demonstrate their skills and abilities in using digital technologies in practice.

Accordingly, it is important to provide clear assessment criteria and feedback to teachers so that they can understand their progress, identify weaknesses, and improve their digital skills.

At present, there are platforms that can be easily integrated into the education process by the creation on their basis of interactive games, quests, and quizzes: Socrative, Kahoot, FlipQuiz, Genially, Canva, Worldwall, Quizezz, etc. These platforms, used as a service to create online quizzes, tests and surveys, is particularly popular in educational institutions. Students can answer questions created by the teacher using tablets, laptops, smartphones, that is, any devices that have access to the Internet. Tasks created on this platform allow including photos and videos. The time of performing the tasks is regulated by setting a time limit for each question. If necessary, the teacher can award bonus scores for correct answers and speed. All answers are displayed on the computer monitor. To participate in the quiz, students simply must open the service and enter the PIN provided by the teacher from his/her computer.

In recent years, IT companies in Ukraine are actively working to improve existing educational platforms and create new game-based educational programmes for use in an open information and education environment. Currently, the most popular in Ukraine are Classcraft, Minecraft: Education Edition, Power Point Quick Starter, Paint 3D, LinguaLeo, Lego Education, WeDo 2.0., SimCity, etc. These products have become an extremely useful modern tool for teachers.

Conclusions. Information and communication technologies are used by foreign language teachers at universities as an effective tool to enhance the learning process and promote active student participation. Some of the most common ICT tools used by foreign language teachers include.

Electronic textbooks and resources: collections of texts, videos, and audio materials that students can study independently or under the guidance of a teacher. E-textbooks with interactive tasks can also be used to help students learn the material more effectively. Teachers can use video and audio materials to increase students’ understanding of the language, as well as to develop their pronunciation and listening skills.

‒ Interactive whiteboards and language learning platforms that enable teachers to create interactive activities, tests and other language learning resources that can be used in class or for homework.

‒ Virtual tours and games that can be useful for developing speaking and listening skills and increasing student motivation.

‒ Video conferencing and other communication tools that teachers can use to interact with students, conduct online classes and virtual meetings.

The developed digital competence of both teachers and students will allow them to effectively use the above tools remotely, but at the same time work on the material, discuss issues and receive feedback.

However, teachers may face difficulties in developing digital competence, namely, insufficient time allocated to master new ICT tools and appropriate methods of their use in the educational process; limited technical knowledge and skills, which may complicate the ability to understand and use new ICT tools; lack of confidence in using new technologies; lack of necessary resources, etc. Support from the administration of the educational institution is also important for the successful implementation of ICT technologies.

Teachers should therefore be prepared to face these challenges and seek ways to overcome them, for example by receiving appropriate training and support from IT professionals, administrators, and other professionals with digital skills. This may include consultancy, training, resources, and technical support to help teachers develop their information and digital competence. The use of digital technologies in teaching English showed its effectiveness and expediency, as students demonstrated not only a higher level of achievement, but also more active engagement and deeper motivation for learning the language.

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