Table 4 Descriptive analysis according to education stage
From: Identifying predictors of digital competence of educators and their impact on online guidance
D1- Tutor’s functions in relation to the student body | Early childhood education | Primary education | ||||
|---|---|---|---|---|---|---|
M ± SD | A | K | M ± SD | A | K | |
-I provide information to students through digital media (blogs, websites, educational platform) | 3.14 ± 1.45 | − 0.19 | − 1.29 | 3.74 ± 1.13 | − 0.57 | − 0.63 |
-I provide learners with strategies for communicating safely online | 2.19 ± 1.39 | 0.79 | − 0.75 | 3.12 ± 1.25 | − 0.18 | − 0.95 |
-I teach students how to solve accessibility and e-inclusion problems | 1.76 ± 1.15 | 1.49 | 1.25 | 3.11 ± 1.24 | − 0.13 | − 0.93 |
-I propose digital strategies to students to identify misinformation or fake news | 1.45 ± 0.92 | 2.32 | 1.95 | 2.44 ± 1.23 | 0.43 | − 0.82 |
-I set students tasks with the technologies that involve collaboration between them | 2.16 ± 1.34 | 0.83 | − 0.64 | 2.97 ± 1.31 | 0.03 | − 1.08 |
D2- Duties of the tutor in relation to the teaching staff | ||||||
-I coordinate with the rest of the teaching team of the class group through different digital media (videoconferences, chats, WhatsApp groups) | 4.14 ± 1.09 | − 1.09 | 0.25 | 4.17 ± 0.96 | − 0.99 | 0.30 |
-I carry out classroom planning collaboratively using editable online documents | 3.72 ± 1.25 | − 0.66 | − 0.59 | 3.59 ± 1.30 | − 0.56 | − 0.79 |
-Telematic tools are available to develop common lines of action with the other tutors within the school’s tutorial action plan | 3.41 ± 1.28 | − 0.29 | − 0.96 | 3.48 ± 1.22 | − 0.43 | − 0.75 |
-I use digital resources to establish common guidelines for tutorial action with the rest of the tutors | 3.33 ± 1.32 | − 0.22 | − 1.07 | 3.29 ± 1.22 | − 0.23 | − 0.87 |
-The teaching team has defined strategies to solve the difficulties of accessibility and inclusion of students | 3.28 ± 1.33 | − 0.31 | − 1.00 | 3.43 ± 1.13 | − 0.32 | − 0.57 |
-I propose online collaborative environments to work with the teaching team on aspects of my tutoring | 2.87 ± 1.36 | 0.14 | − 1.16 | 3.13 ± 1.26 | − 0.11 | − 0.99 |
D3- The tutor’s role with the family | ||||||
-Development of digital educational projects involving the educational community (families, teachers and students) in relation to the education centre | 2.64 ± 1.35 | 0.27 | − 1.09 | 2.71 ± 1.30 | 0.22 | − 1.02 |
-I make digital presentations for group meetings with families | 3.20 ± 1.44 | − 0.23 | − 1.25 | 3.52 ± 1.36 | − 0.44 | − 1.06 |
-I offer guidance to families on the possible use of technologies at home in accordance with their child’s educational needs | 3.01 ± 1.34 | − 0.01 | − 1.16 | 3.31 ± 1.15 | − 0.20 | − 0.78 |
-I provide families with strategies to solve problems of accessibility and digital inclusion and to communicate through technology for educational purposes for their children | 2.95 ± 1.37 | − 0.05 | − 1.20 | 3.25 ± 1.17 | − 0.25 | − 0.77 |
-I advise families on the responsible use of ICT at home by their children | 2.97 ± 1.38 | − 0.06 | − 1.20 | 3.21 ± 1.22 | − 0.19 | − 0.92 |
D4- TIC and transference | ||||||
-I have received ongoing training on technologies as a means of using them in tutorial action | 2.87 ± 1.26 | 0.14 | − 0.97 | 3.03 ± 1.27 | − 0.03 | − 1.04 |
-I actively develop my digital competence related to mentoring | 3.18 ± 1.23 | − 0.16 | − 0.96 | 3.44 ± 1.16 | − 0.28 | − 0.80 |
-I address accessibility and technology inclusion as part of mentoring | 2.93 ± 1.24 | 0.03 | − 0.96 | 3.28 ± 1.15 | − 0.15 | − 0.80 |
-I carefully plan the use of ICT to ensure their added value | 3.13 ± 1.28 | − 0.09 | − 0.97 | 3.39 ± 1.14 | − 0.32 | − 0.70 |
-I produce digital content related to mentoring in a safe and responsible manner | 3.54 ± 1.26 | − 0.50 | − 0.69 | 3.61 ± 1.16 | − 0.49 | − 0.61 |
D5- Use of ITC resources | ||||||
-The school has resources to carry out tutorial action through technology | 3.53 ± 1.38 | − 0.55 | − 0.93 | 3.64 ± 1.30 | − 0.62 | 0.− 0.74 |
-I use ICT easily to co-ordinate with the teaching team during the current online teaching period | 3.91 ± 1.17 | − 0.85 | − 0.10 | 4.00 ± 1.03 | − 0.80 | − 0.11 |
-I use ICT easily to interact with learners during the current period of online teaching | 3.55 ± 1.35 | − 0.50 | − 0.95 | 3.90 ± 1.08 | − 0.70 | − 0.33 |
-I use ICT easily to co-ordinate with families, during the current period of online teaching | 3.93 ± 1.15 | − 0.85 | − 0.19 | 3.93 ± 1.06 | − 0.72 | − 0.29 |