Journal articles: 'Technological competence'

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Bozeman, William C., and Dennis W. Spuck. "Technological Competence." Journal of Research on Computing in Education 23, no. 4 (June 1991): 514–29. http://dx.doi.org/10.1080/08886504.1991.10781979.

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Kurbonova, Zilola Uralovna. "The Significance Of The Concept "Technological Competence Of Preschool Educational Teacher"." American Journal of Social Science and Education Innovations 03, no. 01 (January 26, 2021): 207–10. http://dx.doi.org/10.37547/tajssei/volume03issue01-41.

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Koyuncuoglu, Deniz. "Analysis of Digital and Technological Competencies of University Students." International Journal of Education in Mathematics, Science and Technology 10, no. 4 (August 26, 2022): 971–88. http://dx.doi.org/10.46328/ijemst.2583.

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This study aims to examine the digital and technological competencies of university students studying at different faculties. In this context, digital and technological competencies of university students were examined based on the comparative relational screening model according to gender, class and academic achievement variables. The participants of the study are 373 students studying at different faculties of Dokuz Eylül University, Düzce University, Kırklareli University and Necmettin Erbakan University. Data were collected through digital competence and technological competence scales. The findings showed that the digital competence and technological competence of university students were high in some dimensions and moderate in some dimensions. In addition, the digital competencies and technological competencies of university students differed in terms of grade level and achievement status. On the other hand, no significant difference was found in the digital competencies and technological competencies of the participants with regard to gender. Finally, a significant positive relationship was found between the digital competencies and technological competencies of the participating university students.

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Nuruzzakiah, Nuruzzakiah, Hasanuddin Hasanuddin, Wiwit Artika, Supriatno Supriatno, and Hafnati Rahmatan. "Competency Analysis of Technological Pedagogical and Content Knowledge (TPACK) Biology Teachers." Jurnal Penelitian Pendidikan IPA 8, no. 1 (January 22, 2022): 325–35. http://dx.doi.org/10.29303/jppipa.v8i1.1166.

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TPACK competence of teachers can improve the quality of learning in accordance with the demands and changes. Information on TPACK competencies is needed regarding the ability of teachers to know the professional development of teachers. This study aims to determine the competence criteria of biology teachers in Aceh Province in the components of CK, TK, PK, PCK, TCK, TPK, and TPACK, to find out the significant differences in TPACK competence of biology teachers based on teacher certification and teaching experience. This type of research is descriptive with a quantitative approach. The population in this study were all Biology teachers at state high schools in Aceh Province, namely civil servants, and non-civil servants, totaling 692 teachers. Sampling using a simple random sampling technique, obtained 232 respondents which is a total of 33.53% of the number of teachers in each district. The research instrument in the form of a questionnaire was adapted from Schmidt which consists of 38 items and has gone through face validity. Data analysis for the TPACK component is described according to the predicate criteria. The TPACK competence of biology teachers based on certification was analyzed by independent sample t-test, while the TPACK competencies of biology teachers based on teaching experience were analyzed using ANOVA. The results showed that the highest competency criteria for the TPACK component were PK with a score of 83.35% (very good), while the lowest was TK with a score of 76.84% (good). The results also showed that there was no significant difference (p> 0.05) in the TPACK competence of biology teachers based on certification and teaching experience

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Ульянина, Ольга, and Ol'ga Ul'yanina. "Modern Approaches to the Classification of Competencyand Competence." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 2 (June 27, 2018): 78–85. http://dx.doi.org/10.12737/article_5b28daa9660531.56326943.

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The article analyzes the scientific views of researchers on the structure of competence and competence. The content of the structural components of the central concepts of the competence approach is revealed. The vision of scientists and practitioners on the classification of competence and competence is considered. The following key overprofessional competencies or basic skills are defined: value-semantic; political and social; general cultural; educational and cognitive; communicative; information. The groups of allocated competencies are systematized and approaches are described for their differentiation, which are certain models (methods) for identifying and evaluating competences: based on personal characteristics; on the procedural aspect of the implementation of activities; on the performance of functional and technological actions within a particular specialty or in a certain position; based on performance management.

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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.

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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.

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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.

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Hammouch, Hanane, Andreas Makoto Hein, and Helene Condat. "A CONCEPTUAL MODEL FOR ORGANIZATIONAL COMPETENCES." Proceedings of the Design Society 1 (July 27, 2021): 41–50. http://dx.doi.org/10.1017/pds.2021.5.

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AbstractOrganizational competences are one of the main assets of companies. Models of these competences would allow for systematic reasoning for exploring technological innovations, enabled by combining and transposing organizational competences. Today, the literature linking organizational competencies to engineering design and systems engineering remains limited. In particular, a generic modelling approach for organizational competencies for engineering design and systems engineering seems to be missing, although first frameworks have been proposed for specific purposes. This paper presents a generic conceptual model of organizational competences. The objective is to link technology, product, and systems development with the corresponding organizational competencies and their future evolution in order to allow for a joint design of competencies and technologies, products, or systems. The conceptual model provides the basis for a competence combination framework which allows for modeling competence combinations in an organization. Finally, we validate our conceptual model using a case study from the automotive industry.

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Yezhova, O., and D. Gryn. "Objectives of preparation of future specialists in technological education from the standpoint of a competence-based approach." Fundamental and applied researches in practice of leading scientific schools 28, no. 4 (September 1, 2018): 164–68. http://dx.doi.org/10.33531/farplss.2018.4.29.

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The article is devoted to the actual problem of formulating the goals of education of future masters of technological education from the standpoint of competence approach. The competence-based approach, the SMART approach, and the theory of taxonomy are applied in the study. The structure of the competence of the technology teacher is as follows: integral competence, general competencies, and professional competencies. The list of program competencies of masters of education by the specialty 014 Secondary educations, subject specialization 014.10 Secondary educations (Labor training and technologies) is established. The concept of "integrated competence" interpreted in accordance with the National Qualifications Framework. The general competencies are defined: knowledge and understanding of the subject area, ability to act on the basis of ethical motives, act socially responsible and consciously, work in the team, find and analyze information, apply acquired knowledge in practical situations, learn, communicate in the state language, use the knowledge of a foreign language in educational activities. The professional competences are defined: ability to realize the presence of integration processes; knowledge of general engineering and production issues; the ability to investigate the relationship of science with new phenomena and processes in production; ability to research and creative activities; the ability to use information technology, knowledge of modern equipment and technology; the ability to determine the properties and to select materials for the manufacture of products; the ability to organize work in a school workshop; ability to adhere to the requirements for labor protection, fire safety, environmental protection; the ability to control and assess the level of academic achievement of students; apply modern methods and educational technologies. The educational professional program of the second (master's) level of higher education is developed on the basis of definite program competencies and implemented in the V. Vynnychenko Central Ukrainian State Pedagogical University.

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Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.

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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".

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Happ, Mary Beth. "Technological Competence, Caring, and Clarity." Image: the Journal of Nursing Scholarship 28, no. 4 (December 1996): 288. http://dx.doi.org/10.1111/j.1547-5069.1996.tb00368.x.

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Tihanyi, Laszlo, Robert E. Hoskisson, Richard A. Johnson, and William P. Wan. "Technological Competence and International Diversification." Management International Review 49, no. 4 (September 2009): 409–31. http://dx.doi.org/10.1007/s11575-009-0002-y.

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Gienko, Liubov N. "Development of students’ competencies in the process of implementation programs for extracurricular activities." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2022): 43–46. http://dx.doi.org/10.20339/am.01-22.043.

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The article reveals the problem of the development of competencies among students in the organization of extracurricular employment programs. The content of extracurricular activities is determined on the basis of the requirements of the federal state educational standard. The goal and objectives of education are outlined. Directions of personality development (spiritual, moral, social, general cultural). Particular attention is paid to the implementation of the competence-based approach in education. Particular attention is paid to the development of social competence of students outside the classroom. The groups of social competences are designated. Technological steps are presented that solve the problem of the formation of social competencies. A technology has been developed on the basis of the teacher's functions. Stages of the technological process(diagnostic, theoretical, evaluative, practical). The program is based on classes with training elements. Criteria and indicators of competencies have been determined. Age-related tasks of students have been determined. Practical exercises aimed a

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Freihat, Nasser M., and Rana A. Alshowaier. "Needs Assessment of Saudi University EFL Teaching Assistants." Education and Linguistics Research 5, no. 1 (April 22, 2019): 54. http://dx.doi.org/10.5296/elr.v5i1.14485.

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This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.

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Dibiaggio, Ludovie. "Corporate technological competence and the evolution of technological diversification." Technovation 24, no. 9 (September 2004): 759–60. http://dx.doi.org/10.1016/j.technovation.2004.03.012.

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Maknun, Johar. "The Technological Pedagogical Content Knowledge (TPACK) Competence of Vocational High School Teacher." Jurnal Pendidikan Teknologi dan Kejuruan 28, no. 1 (May 27, 2022): 63–75. http://dx.doi.org/10.21831/jptk.v28i1.42624.

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This study aimed to determine the Technological Pedagogical Content Knowledge (TPACK) competence of Vocational High School teachers. A descriptive method was implemented through a survey. This study location was 3 Vocational High Schools in Bandung City, West Java Province, Indonesia. Furthermore, the participants were 90 teachers. The TPACK competency evaluation instrument for Vocational High School teachers was based on its components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). The results of this study showed the TPACK competence of the Vocational High School teachers was 3.68 which was classified as high. The maximum and minimum score was 3.84 and 3.58 for the Content Knowledge and Technological Knowledge component, respectively. This indicates that the teachers had the highest competence in knowledge of subject matter content and the lowest in understanding and applying technology to learning. Therefore, there was still a need for efforts to improve the competence of these teachers in understanding and applying technology in learning.

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Khan, Fawad, and Essi Vuopala. "Digital Competence Assessment Across Generations." International Journal of Digital Literacy and Digital Competence 10, no. 2 (April 2019): 15–28. http://dx.doi.org/10.4018/ijdldc.2019040102.

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Based on the European framework (DigComp), a self-assessment tool digital competency wheel is used for this quantitative study to measure the individuals' perceptions toward digital competence. With a sample of 197 individuals from different generations in Finland, this study aims to provide empirical evidence that generational technological abilities are diverse. The data in this study show that “Net Generation,” also coined as “digital natives,” has obtained the highest level of digital competence. Nevertheless, when looking at the performance of all the investigated groups, the slight inter-generational difference was found in the case of problem-solving, whereas programming was found as the least developed competency among these groups. Based on the results, the study concludes that digital competence is very much distributed across generations. This also contributes to intergenerational learning that may enhance technological skills across generations.

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Gilyazova, Olga S., and Ivan I. Zamoshchansky. "Specific features of universal competences of higher education in Russia in the context of competence-based education: conceptual analysis." Perspectives of Science and Education 56, no. 2 (May 1, 2022): 77–94. http://dx.doi.org/10.32744/pse.2022.2.5.

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Problem and goal. Amid the currently advancing (technological, social, techno-social) trends, prominent attention is drawn to skills and competences, which are universal for all spheres of activity – soft skills, key competences. They are known as universal competences in Russian higher education. The aim of the article is to pinpoint universal competences (UCs) and to analyze their specific features in the context of competence-based education. Materials and methods. The authors use methods of etymological, conceptual and comparative analysis combined with dialectical and diachronic approaches and discursive reflection. The study was based on competence-based education-related documents and projects of EU, OECD, UNESCO, the World Bank as well as on monographs and articles of top experts and research groups. Results. During the study, the term of universal competences was differentiated from the associated terms (soft skills, key competencies, generic competencies, and 21st century skills); the role of universal competences was identified as a balancer in higher education for equilibrating its two missions: Preparing students for successful career and helping them become well-rounded personalities. It has been found that the terminological confusion and the lack of consensus on many aspects of competence-based education have an ambivalent character. The idea of universal competences was identified as a Russian version of a tool (and the outcome) of the integration of two opposite intentions of the national educational policy: Blending in the mainstream of the competence-based approach and retaining its uniqueness. A contribution was made to expanding the conception of universalism as the foundation for competence-based education, including the one in Russia. Conclusion. We acknowledge that the concept of universal competences can make competence-based education more balanced in Russian environment or, on the contrary, it can aggravate its inherent imbalance.

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Savory, Clive. "Translating knowledge to build technological competence." Management Decision 44, no. 8 (September 2006): 1052–75. http://dx.doi.org/10.1108/00251740610690612.

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Danneels, Erwin. "The process of technological competence leveraging." Strategic Management Journal 28, no. 5 (2007): 511–33. http://dx.doi.org/10.1002/smj.598.

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Candolfi Arballo, Norma, Maria Elena Chan Nuñez, and Bernabé Rodriguez Tapia. "Technological Competences: A Systematic Review of the Literature in 22 Years of Study." International Journal of Emerging Technologies in Learning (iJET) 14, no. 04 (February 27, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i04.9118.

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In this Systematic Review of the Literature (SRL) the term “technological competence” is analyzed. The analysis is conducted within the areas of knowledge in which the term has been studied, considering the definitions that have been associated to the term, the approaches proposed by the authors that make use of the term, the transformation of the concept throughout the time, and the boundaries of application with other similar terms, such as technological capability and technological skill. A total of 140 publications focused on technological competences are analyzed. The publications correspond to a time span ranging from 1994 to 2016, and include research articles from recognized databases and, to a lesser extent, gray literature articles. Finally, the term technological competence applied in the productive sector is redefined such as it allows focusing on projects for technological absorption or training in industry.

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HENSERUK, HALYNA, and MARTYNIUK SERHII. "METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 123–31. http://dx.doi.org/10.25128/2415-3605.21.1.15.

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The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

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Nurdyansyah, Nurdyansyah, Moch Bahak Udin By Arifin, Ika Ratna Indra Astutik, and Pandi Rais. "Online Inclusive School: A Technological Breakthrough in Inclusive Education During the Covid-19 Period." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 8, no. 4 (December 16, 2022): 806. http://dx.doi.org/10.33394/jk.v8i4.5995.

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This research aims to develop an inclusive online school (OIS) to overcome the problem of the low learning competence of inclusive students, especially during the Covid-19 pandemic. The research method used the ADDIE model with the following steps: analyze, design, development, implementation, and evaluation to develop OIS in prototypes and learning steps. Research participants included students at the elementary school level in Indonesia. The instruments used in data collection are validation sheets and student learning competency tests. The data analysis technique used in this study is SPSS version 22.0 (IBM Corp. Released 2016) with a significance level of 0.05 with a paired sample t-test with p-value or sig. (2-tailed). The study results showed that OIS and its learning steps were feasible and appropriate to facilitate the learning competencies of inclusive students during the pandemic. The learning competence of inclusive students also increased significantly after the implementation of OIS. This research implies that OIS tools can be a technology-based breakthrough in inclusive education, focusing on limited classroom practice.

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Zhao, Yu, María Cruz Sánchez Gómez, Ana María Pinto Llorente, and Liping Zhao. "Digital Competence in Higher Education: Students’ Perception and Personal Factors." Sustainability 13, no. 21 (November 4, 2021): 12184. http://dx.doi.org/10.3390/su132112184.

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University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

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Gruchoła, Małgorzata, and Justyna Szulich-Kałuża. "Digital Competence in Cybercrime Behaviours: A Study Based on Eurobarometer Research." Zeszyty Naukowe Katolickiego Uniwersytetu Lubelskiego Jana Pawła II 65, no. 1 (March 30, 2022): 3–27. http://dx.doi.org/10.31743/znkul.13610.

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The purpose of the article is a study of components of digital competence (technological and humanistic) in cybercrime behaviours, based on the example of internet levels (technical, social and informative) as well as the confrontation of theoretical assumptions with the frequency of their experience by the citizens of the European Union. Subject to analysis were fourteen reports of Eurobarometer, carried out in twenty-eight countries of the EU in the years 2011-2019. The method applied is a quantitative and qualitative analysis of data available, comparative, historical as well as analytical-synthetic. Two research hypotheses were accepted: 1) A catalogue formulation of digital competences focusing on social-demographic traits should be replaced by a relational formulation taking into account the skills, knowledge and attitude of internet users. 2) EU citizens possess greater digital competences of a technological character and more often admit being affected by cybercrime behaviours of a technological kind than of a humanistic one. The first hypothesis was confirmed, whereas the second was only partially confirmed. In basing ourselves on a typology of three layers of the internet, we proposed two areas of digital competence: technological competence and humanistic competence (social and informative). These were subordinated to particular layers of the internet and in this context an analysis was carried out of the social opinion of EU citizens on the subject of cybercrime behaviours. The low level of humanistic competence (52%) reported by EU citizens determines a high degree of fear which does not show a causal-effective connection in the actual level of noted experiences of being a victim of criminal behaviour.

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Masry-Herzalah, Asmahan, and Peleg Dor-Haim. "Teachers’ technological competence and success in online teaching during the COVID-19 crisis: the moderating role of resistance to change." International Journal of Educational Management 36, no. 1 (October 29, 2021): 1–13. http://dx.doi.org/10.1108/ijem-03-2021-0086.

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PurposeSimilar to education systems all over the world, during the COVID-19 pandemic, the Israeli education system shut its doors and moved to an online format. The present study aims to examine the relationship between Israeli teachers’ technological competence and their success in online teaching during the COVID-19 crisis.Design/methodology/approachThe study is based on 383 teachers’ who responded to a questionnaire about a month and a half after the transition to online teaching due to the COVID-19 crisis.FindingsThe study revealed a significant, positive relationship between technological competence and success in online teaching. Further, the study found that resistance to change among teachers played a key role in teaching success, such that it moderated the association between technological competency and online teaching success. Theoretical and practical implications are suggested.Originality/valueThe present study contributes to both theory and practice with regard to the matter of successful online teaching among teachers. The study introduces vital factors – specifically, resistance to change and technological competence – which may predict successful online teaching in schools during times of crisis.

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Tsibulko, Hryhorii, Maksym Pshenichny, and Oleksandr Nesterenko. "Formation of Project-Technological Competence of Students in Institutions of General Secondary Education at Lessons of Labor Training in New Ukrainian School." Bulletin of Luhansk Taras Shevchenko National University 1, no. 1 (349) (2022): 203–12. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-1-203-212.

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The article explores scientific approaches to understanding the nature and structure of basic competencies. Attention is paid to the peculiarities of the design and technological competence of students in institutions of general secondary education the lessons of labor training at New Ukrainian School. Analysis of recent research and publications confirms that the vast majority of scientists, teachers, educators-practitioners are of the opinion that it is necessary to form a set of competencies in students while studying in institutions of general secondary education. One of such competencies is project-technological competence, which is key in the lessons of labor training at the New Ukrainian School. The authors focus on variability as the main component of the educational process with students in the implementation of the project method in the classes of labor training in institutions of general secondary education. The difference between the traditional and competence approach is revealed, the are changes which are required for transition from knowledge to competence education carefully analyzed. It is argued that the process of the project approach contributes not only to the formation of a holistic system of knowledge and skills, but also develops imagination, memory, creativity, the ability to clearly plan ing their activities. The research highlights the proposals, the use, according to researchers, for the successful implementation of design and technological competencies of students in institutions of general secondary education the lessons of labor training in New Ukrainian School.

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Rutkowski, Ireneusz P. "Competence measurement of production enterprises in product innovations for technological and marketing strategies." Journal of Economics and Management 43 (2021): 110–30. http://dx.doi.org/10.22367/jem.2021.43.06.

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Aim/purpose – This paper attempts to arrange and present the methods of measuring the competences of production enterprises in the field of product innovations. Design/methodology/approach – The method used in this paper is a literature review, in the area of new product development management. The author assumes that the r e- view and conceptual nature of this research is dominant. Findings – The obtained results indicate the importance of measurement in product innovation competencies and provide various metrics in this field. The author proposes new indicators to measure competencies in this area, i.e., the intensity of competition on new products market. Research implications/limitations – The results provide a basis for improving efforts of production enterprises in the field of product innovations. The limitations of the study include a complex character of considered theoretical constructs. Sets of measures must be adapted to the information needs of a specific enterprise. Originality/value/contribution – The values of these indicators reflect the directions of industrial enterprises’ conduct in the process of developing new products and technolo- gies. Moreover, these indicators show the strength of linking technology with the effec- tiveness of new product development, and consequently with the enterprise marketing, economic and financial efficiency. The contribution of research to the development of management sciences primarily includes the formulation of a set of indicators whose level determines product innovation competencies in industrial companies. Keywords: competence measurement, product innovation, production enterprise, new product, technical and marketing strategy. JEL Classification: O31, O32, M21.

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Bevz, A. V., and N. M. Kramarenko. "FORMATION OF TECHNOLOGICAL COMPETENCE DURING PHYSICAL TRAINING." Innovate Pedagogy 1, no. 22 (2020): 28–31. http://dx.doi.org/10.32843/2663-6085/2020/22-1.6.

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Afanasjeva, Olga Yurievna, Marina Gennadievna Fedotova, Elena Yurievna Nikitina, and Anastasiia Sergeevna Solonitsyna. "From teachers’ technological competence to teachers’ professionalism." LAPLAGE EM REVISTA 7, Extra-D (July 10, 2021): 659–68. http://dx.doi.org/10.24115/s2446-622020217extra-d1188p.659-668.

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The purpose of this study is to disclose the theoretical foundations of technological competence and its role in the development of foreign language teachers’ professionalism. The article examines the content and structure of the technological competence which consists of three components: resource, operational and personal. The analysis of both teachers’ and students’ survey data are discussed.

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Markova, Svetlana Mikhailovna. "TECHNOLOGICAL COMPETENCE OF TEACHERS OF VOCATIONAL TRAINING." Sovremennye issledovaniya sotsialnykh problem, no. 3 (June 9, 2015): 30. http://dx.doi.org/10.12731/2218-7405-2015-3-4.

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Hobday, Mike. "The technological competence of European semiconductor producers." International Journal of Technology Management 14, no. 2/3/4 (1997): 401. http://dx.doi.org/10.1504/ijtm.1997.001721.

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Lukyanets, Anna Nikolaevna. "Formation of technological competence of students of teacher education." KANT 41, no. 4 (December 15, 2021): 278–82. http://dx.doi.org/10.24923/2222-243x.2021-41.50.

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The purpose of the research is to analyze the mechanism of formation of technological competence of students of pedagogical education. The article pays special attention to the levels of technological competence, the achievement of which contributes to the acquisition of certain knowledge, skills and abilities. The article focuses on the interaction between the digitalization of society and the formation of technological competence. As a result, the main features for assessing the level of formation of technological competence were identified. It is emphasized that the formation of the technological competence of students of pedagogical education presupposes the division of the process of students' research activities into a number of stages, which are considered in more detail.

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Onyschuk, Oksana. "Competence approach to the study of disciplines students of the specialty "Chemical technology & engineering"." Ukrainian Journal of Educational Studies and Information Technology 9, no. 1 (March 31, 2021): 13–23. http://dx.doi.org/10.32919/uesit.2021.01.02.

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The basis of training of chemists-technologists of chemical profile is the formation of their professional competence. It is necessary that future professionals gain knowledge of modern innovative chemical engineering technologies for modern production and be able to apply them in practical conditions when preparing bachelors in the specialty 161 "Chemical Technology and Engineering". The proposed approach is the development and formation of students' theoretical ideas and knowledge about processes, effective use of technological means, process development, training with design and technical documentation, using modern methods of computer design. It was argued that the specifics of classroom and independent work of students in basic and elective disciplines - is the result of a competency-based approach. Specialized-professional competencies include knowledge of technological processes, knowledge of technological documentation, skills to map technological processes; knowledge of technological process design and skills to conduct various types of project analysis; knowledge of research methods and skills of organizing research and analysis of their results; ability to use theoretical knowledge and practical skills to master the basics of entrepreneurship. The prospect of a competent approach to the study of disciplines in students of this specialty is the formation of theoretical knowledge and practical skills of calculation and choice. The purpose of this approach is to provide students with knowledge of technical means and systems of automatic control and regulation of basic technological parameters of chemical-technological processes through modern information technologies used to create and manage technological parameters.

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Suárez Rodríguez, Jesús M., Gonzalo Almerich, Bernardo Gargallo López, and Francisco M. Aliaga. "Competencies in ICT of teachers and their relation to the use of the technological resources." education policy analysis archives 18 (May 10, 2010): 10. http://dx.doi.org/10.14507/epaa.v18n10.2010.

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Over the past decade the Information and Communication Technologies (ICT) have represented a transformation of education policies that have entailed important investments. However, the teacher, as a key element in the integration process of ICT, still does not feel trusted this process. One of the most outstanding causes of this deficit confidence is the lack of teaching staff competence in the ICT. Therefore, the aim of this paper is a study of the teachers’ competence on ICT and their relation to the use being made of these technologies, both professional-personal and with their students. For it a survey design has been used. The target population constitutes the teaching staff of centers of primary and secondary education of the Comunidad Valenciana. Information was collected through questionnaires. Starting from the technological and pedagogic competences in TIC, we have been obtained teachers’ consistent competencies profile with four increasing levels: without knowledge, entrance, adoption and innovation. Likewise, we has been a narrow relationship among this profile and the use that the teachers carries out, more closely connected with the personal-professional who with the use with the students. Findings contribute keys to guide the professional development and teacher initial education programs.

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Andreev, N., V. Markova, and M. Mefanik. "Іnformation and technological competence as a component of the teacher professional competence." Problems of engineer-pedagogical education, no. 67 (2020): 36–43. http://dx.doi.org/10.32820/2074-8922-2020-67-36-43.

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Burbekova, S. "FORMATION OF COMMUNICATIVE COMPETENCIES OF FUTURE IT SPECIALISTS." Scientific Journal of Astana IT University, no. 5 (July 27, 2021): 33–39. http://dx.doi.org/10.37943/aitu.2021.80.15.003.

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The purpose of the study is aimed at performing a verification of the teaching conditions for effective communicative competence formation of the future IT professionals. Creating conditions of success, motivation enhancement, use of engaging group work, encouraging students’ participation in project work are the key factors and conditions for effective communicative competence formation. Scientific literature analysis, "communicative competence" concept clarification; analysis of pedagogical conditions of IT students’ communicative competence formation is discussed in details. Research methodology used is questionnaire, interview, quantitative and qualitative data analysis and processing of the results as well as analysis of class observation in AITU done within the IT students’ communicative competencies research. The national technological development strategy focuses both on the development of science-intensive technologies and technological cooperation and partnership. The need of society in IT specialists with a high personal and professional culture is determined by the need of a sufficient level of communicative competence to build professional relationships in workplace.

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Candolfi-Arballo, Norma, Alfredo Hualde-Alfaro, Yessica Espinosa-Díaz, Patricia Avitia-Carlos, and Bernabé Rodríguez-Tapia. "The Evaluation of Technological Competencies among Leaders of the Renewable Energy Industry: The Case of SMEs in Baja California, Mexico." Energies 15, no. 16 (August 17, 2022): 5946. http://dx.doi.org/10.3390/en15165946.

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This research explores and analyzes the context of the renewable energies industry sector of Baja California, Mexico, regarding the adoption, appropriation, knowledge and usage of Information and Communication Technologies (ICTs) by focusing on human resources, mainly its business managers and directors, as key actors of strategic plans in terms of research and technological development. For this task, a Technological Competencies Profile (TCP), meant for evaluating the incorporation of ICTs by business leaders, was constructed by reviewing the definition of “technological competency” in 140 publications, and by considering the European e-Competence Framework (e-CF), the Skills Framework for the Information Age (SFIA), and other related guidelines. This profile was later applied to analyze 13 SMEs and their leaders’ technological competencies. The investigation was further enriched with the information extracted from 13 interviews made with renewable energy experts in Baja California. The conclusions of this study show that, although SME leaders do have knowledge of ICTs and use them effectively for their own communicative and personal purposes, they do not consider them as a part of their business operation that can optimize their processes and impact its innovative capabilities.

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Castellanos Domínguez, Óscar Fernando, Claudia Nelcy Jiménez Hernández, and Karen Patricia Domínguez Martínez. "Technological competences: a conceptual basis for technological development in Colombia." Ingeniería e Investigación 29, no. 1 (January 1, 2009): 133–39. http://dx.doi.org/10.15446/ing.investig.v29n1.15153.

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There are high levels of things unforeseen in the dynamics of supply and demand within the context of a changing economy, thereby demanding that technological development requires high levels of efficiency offering pertinent solutions to social contexts and real market expectations. Technology is interpreted today from a broad perspective, involving hard and soft components. During the recent decade the specialised literature has emphasised that production apparatus development generally depends upon the latter. Aspects related to soft technology are not usually dealt with by academics and are practically ignored by the goods and services industry in countries having emergent economies. The present article proposes that technological competence’s pertinence in production apparatus should be analysed, being involved as a key aspect of soft technology; a conceptual base is thus initially reviewed and the topic’s development compared in different settings. The foregoing led to establishing the gaps between developed and emergent countries, in turn offering a basis for defining challenges in local contexts. Analysing the development and impact of technological competence in the case of Colombia revealed the backward state of things, this being why recommendations are then made for promoting the topic.

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Daukšienė, Estela, Elena Trepulė, and Airina Volungevičienė. "Digital Competence Improvement by Lithuanian School Teachers During Covid-19." EDEN Conference Proceedings, no. 1 (September 21, 2021): 213–22. http://dx.doi.org/10.38069/edenconf-2021-ac0021.

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Distance teaching and learning in Lithuanian schools during COVID-19 pandemic was a booster for teacher digital competence development. The paper analysis the experiences of Lithuanian school teachers to reveal the challenges schools and teachers faced while switching from traditional face to face teaching and learning to distance education. The research revealed existence of different level teacher digital competences at a school and uneven competence development in each school. The analysis of experiences of Lithuanian school teachers through the lens of DigCompEdu framework revealed that professional development competence was the background for other competence areas to develop. The need for digital resources for teaching online contributed to the teacher digital competence development of this area. Digital assessment was indicated as the main challenge that remained unsolved in many cases. Research found that technological peculiarities were easier to learn and showed the need to develop teacher social and didactical competences which are necessary for distance teaching. Lack of activities to empower learners and develop their digital competences was recorded. Teachers themselves acknowledged great improvement of their digital competence.

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Wahyuni, Dessy Seri, Ketut Agustini, and Gede Ariadi. "An AHP-Based Evaluation Method for Vocational Teacher‘s Competency Standard." International Journal of Information and Education Technology 12, no. 2 (2022): 157–64. http://dx.doi.org/10.18178/ijiet.2022.12.2.1599.

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Teacher competency standards are the main guidelines for assessing the initial academic qualification of teachers. The basis for the assessment of teacher performance is the sustainable development of their professional career. This research reassesses teachers' competency standards in vocational high schools (VHSs) to sufficiently explain the competence in teaching tailored to the needs of the industrial world. This research aims at an assessment structure established on the Analytic Hierarchy Process (AHP) to assess such competency standards for VHS teachers steadily to assess such competency standards for VHS teachers. The assessment model is classified into four critical criteria, namely: 1) pedagogical competency, 2) professional competency, 3) vocational competency, and 4) technological competency. These criteria are further accumulated into 21 sub-criteria to gauge the efficacy of teacher competency standards. This finding shows that the pedagogical competencies are the most important in this research. Thus, this study's novelty is seen in developing two key aspects: a more detailed explanation of sub-competencies and competencies to enhance Indonesia's skilled teachers' competency levels.

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O., Yurii, Petro I., Svitlana M., Mariia M., and Volodymyr P. "Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2089–103. http://dx.doi.org/10.12973/eu-jer.10.4.2089.

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<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

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O., Yurii, Petro I., Svitlana M., Mariia M., and Volodymyr P. "Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member." European Journal of Educational Research 10, no. 4 (October 15, 2021): 2089–103. http://dx.doi.org/10.12973/eu-jer.10.4.2089.

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<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

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Buhun, I., and L. Kravchenko. "TECHNOLOGICAL COMPETENCE OF HIGHER EDUCATION STUDENTS AS A PROBLEM OF PEDAGOGICAL SCIENCE AND PRACTICE." Ukrainian professional education, no. 7 (September 14, 2020): 115–22. http://dx.doi.org/10.33989/2519-8254.2020.7.238050.

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The article on the basis of competence and technological scientific approaches considers the understanding of technological competence of higher education students in the domestic pedagogical science and practice. Attention is focused on the idea of comparing pedagogical processes with production ones in the works of Ya.A. Comenius, A. Makarenko, famous Ukrainian (A. Aleksyuk, V. Bondar, I. Zyazyuna, V. Loza, I. Pidlasy, etc.) and foreign (B. Bloom, M. Woolman, M. Clark, P. Mitchell , R. Thomas and others). The main provisions of the competence scientific approach (O. Guzman, G. Selevko, O. Savchenko, V. Serikov, I. Khutorsky, etc.) are emphasized, which emphasize the technological component of professional competence of specialists of different qualifications. In the content of technological competence of higher education students there are two blocks (block of knowledge - methodological-theoretical, information-content, methodical, technological, creative; block of techniques - a set of different methods and techniques of human interaction with equipment, machines and other tools that determine the ability to design and design new technologies, the development of creative abilities of the specialist). A distinction is made between the concepts of "pedagogical technology" (contains operational and operational and procedural components of teacher or teacher competence) and "production technology" (is a system of creative and technological knowledge, abilities and stereotypes of instrumentalized activities to create or transform objects of reality into selected professional field). The experience of defining the concept of "technological competence of a specialist" in the main meanings is systematized: 1) communication technology, interaction technology, technology of organization of individual activity; 2) traditional learning technology, which means the use of methods, tools and forms; 3) the focus of the specialist on achieving the planned result (set and sequence of methods and processes for the implementation of the project product or work). In the context of this, the understanding of technological competence of higher education seekers as an integrated personality trait containing knowledge, technological skills, creative and technological abilities, technological reflection on the leading processes of professional activity and creativity is chosen.

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Evans, Robert D. "Digital native or digital immigrant? Using intraorganizational resources to develop technological competence among older employees." Development and Learning in Organizations: An International Journal 31, no. 2 (March 6, 2017): 8–9. http://dx.doi.org/10.1108/dlo-03-2016-0028.

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Purpose The purpose of this viewpoint article is to demonstrate that firms can utilize intraorganizational resources to aid in helping older workers become technologically competent. Through the use of these intraorganizational resources, firms can benefit from the transfer of technological knowledge between younger and older workers. A further benefit is cost savings associated with utilization of internal as opposed to external resources. Design/methodology/approach This paper is a viewpoint article which demonstrates and raises awareness of some elementary internal resources which can aid in the development of older workers’ technological competence. Findings There exists a marked difference between younger and older workers and the associated technological competence of each. Implementing a mentoring process which matches recent college graduates or younger workers, digital natives, with older workers, digital immigrants, who are either returning to the workforce or transitioning to jobs which require technological skills, can aid in knowledge transfer of proprietary and public software programs and has the potential to lead to improved employee relationships. Originality/value This paper addresses the development and utilization of internal as opposed to external resources in aiding older workers gaining technological competence. These workers may be returning to the workforce or transitioning to jobs which require more technological knowledge, and, by providing a system to support this transition, both, firms and employees can benefit.

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Victoria O., Zinchenko, and Belgray (Galushko) Natalya V. "Formation of Technical and Technological Competence Among Future Engineers-Educators in the Process of Professional Training: Research Results." Scholarly Notes of Transbaikal State University 17, no. 1 (February 2022): 64–73. http://dx.doi.org/10.21209/2658-7114-2021-17-1-64-73.

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Scientific and technological progress determines the transition to high-tech production, innovative development of the economy, which creates new requirements for the training of qualified labour and the need to modernize engineering and pedagogical education with the strengthening of the technical and technological component of the professional competence of the engineer-teacher. The article reflects the stages, content, processes and research tools for the formation of technical and technological competence in future engineers-teachers in the process of professional training. The analysis allowed the authors of the study to determine the content of the technical and technological activity of the engineer-teacher, to carry out a conceptual and terminological identification of basic definitions, and then to determine the essence of the technical and technological competence of engineers-teachers, the structure of which is a system of interrelated components – motivational-value, communicative, cognitive and reflective. The authors refer to the theoretical foundations of the study as a set of methodological approaches to the formation of technical and technological competence: competence-based, practice-oriented, activity-oriented, personality-oriented, com- municative, integrative. As a result of the study, the diagnostic tools have been improved in the context of determining the criteria (motivational-value, cognitive, communicative and reflexive), indicators and levels of formation of the technical and technological competence of future engineers-teachers. Attention is focused on the substantiation and development of pedagogical conditions for the formation of technical and technological competence in future engineers and teachers. The mechanisms and tools by means of which the complex of pedagogical conditions in the process of professional training of students of the experimental group was realized are described. The effectiveness of the developed pedagogical conditions, their productive influence on the formation of all components of technical and technological competence are shown. It was revealed that only under the condition of the comprehensive implementation of the presented pedagogical conditions there is an effective formation of the technical and technological competence of future engineers-teachers, which is confirmed by the methods of mathematical statistics. The directions of further research of the problem of the formation of technical and technological competence of future engineers-teachers in the plane of integration of economies, further modernization of production, digitalization trends in all spheres of public life are indicated.

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Krajcso, Zita. "Translators’ competence profiles versus market demand." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 5-6 (December 10, 2018): 692–709. http://dx.doi.org/10.1075/babel.00059.kra.

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Abstract The primary objective of this paper is to find out which competences translators need in order to meet the increasingly sophisticated demands of the translation market. First, European initiatives on translators’ competence profiles will be analysed. The results will be examined in light of the latest translation industry surveys in order to identify whether the skills profiles (and thus translators’ abilities) match the needs of the labour market. The analysed data reflects on the most essential requirements set by industry: professional competence followed by technological and domain competence. The findings of the present article aim to support translator training institutions in tailoring study programmes to market needs.

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Kosimov, Sh U., M. R. Rafiqova, and M. I. Murodova. "Implementation of the Technological Competence of Future Specialists." Creative Education 12, no. 03 (2021): 666–77. http://dx.doi.org/10.4236/ce.2021.123046.

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MIAO Chenglin, and SUN Liyan. "Enterprise Technological Innovation Competence Optimal Leverage Opportunity Study." Journal of Convergence Information Technology 8, no. 4 (February 28, 2013): 560–68. http://dx.doi.org/10.4156/jcit.vol8.issue4.65.

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Neumann, Debra. "A psychotherapeutic computer application: Modification of technological competence." Behavior Research Methods, Instruments, & Computers 18, no. 2 (March 1986): 135–40. http://dx.doi.org/10.3758/bf03201012.

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Journal articles on the topic 'Technological competence'

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