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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Digital Сompetence of Russian School Teachers 5524

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Soldatova G.U.
Doctor of Psychology, Professor, Corresponding Member of the Russian Academy of Education, Deputy Head of the Department of Personality Psychology, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6690-7882
e-mail: soldatova.galina@gmail.com

Shlyapnikov V.N.
PhD in Psychology, Head of the Department of Personality and Individual Differences, Moscow Institute of Psychoanalysis, Moscow, Russia
ORCID: https://orcid.org/0000-0003-4301-4229
e-mail: shlyapnikov.vladimir@gmail.com

Abstract
This article presents the results of digital competence study in different types of pedagogical stuff of Russian educational organization (informatics teachers – 140 participants, subject teachers – 145 participants, other categories – 112 participants) in comparison to the results of all-Russia digital competency study among schoolchildren and parents (2013). We use Index of Digital Competency to as¬sess the digital competence of schoolteachers. The results shows that schoolteachers significantly exceed schoolchildren and parents in digital competency (F(2)=32,03, p<0,001), in frequency of internet-usage ( χ2(14)= 597,61, p<0,001), in time spent in the Internet everyday ( χ2(14)=472,83, p<0,001). Also they prefer other types of devices for internet-activities. Informatics teachers significantly exceed other teachers in digital competency (F(2)=14,18, p<0,001). These results let make the conclusion that modern schoolteachers are able and ready to improve their pupils’ digital competency by means of different ICT.

Keywords: digital competency, digital literacy, Index of Digital Competency, schoolteachers, schoolchildren, teenagers, parents, the Internet, informational¬communicational technologies (ICN), informatization of education

Column: Educational Psychology

DOI: https://doi.org/10.17759/pse.2015200401

For Reference

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