The research investigates changes in teachers' digital and mobile-usage competencies following the integration of tablets in Hungarian primary education. The study finds that while most teachers remain at the lower levels of the DIGCOMP framework, there are notable improvements in mobile-usage competencies, particularly in general device handling and file management. However, no significant changes in overall digital competencies were observed between pretest and posttest results.

1. A TABLET RESEARCH: CHANGES IN TEACHERS’
GENERAL DIGITAL COMPETENCES AND
MOBILE-USAGE COMPETENCES
Balazs Czekman
University of Debrecen, PhD student
Kispesti Puskas Ferenc primary school, Hungary

2. EMERGE OF TABLETS IN EDUCATION
 Tablets appear in educational context (2010) –
new educational technology device (Marés, 2012), 1:1 access
 Large-scale tablet initiatives in many countries
(see also Czékmán, 2019; Tamim et al., 2015)
 Initiatives in Hungary: EKF Inistitute of Media Informatics,
CSR programs of multinational companies (DIA, 2016;
Herzog & Racsko, 2016; Rimanyi, 2015;)
 IT public procurement: Central Hungarian region in
2017/2018, 7500 tablet (KK Szakmai Tanévnyitó, 2018) 
most of the tablets are from this procurement
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3. TABLETS AND TEACHERS
 International results: many governmental-led initiatives failed:
lack of proper pedagogical, technological and infrastructural
background (e.g. Bruyckere, 2017; Michels, 2013; Trucano,
2015)
 National results: tablets are easy to use for general purposes,
but educational usage is troublesome (Kis-Toth, Borbas &
Karpati, 2014)
 Professional development and continuous mentoring are
indispensable during the integration and implementation of new
technological devices (Karpati et al., 2014)
 Important to see if teachers of tablet-user schools are prepared
for educational usage of the tablets, and if their digital
competences change due to the use of tablets.
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4. DETAILS OF THE RESEARCH
 About the research
 „Tablet supported learning environment in primary
schools” (PhD research)
 Aim of the research:
 Measure the general digital competences and the
mobile-usage competences of the teachers.
 Methodology: PPC research design
 Data gathering instruments: DigComp (IKER) questionnaire,
self-developed questionnaire
 Data gathering: pretest: January 2019; posttest: June 2019
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5. SAMPLE
N %
Years in
teaching
Younger than 29 1 3,4 2
30-39 yrs 3 10,3 13,3
40-49 yrs 6 20,7 20,7
50-59 yrs 18 62,1 32,4
Over 60 1 3,4 41
Total 29 100,0 27,3
227
 Teachers (N=29; nexp: 19; ncont: 10)
nine primary school from one school district in Budapest
(Hungary)
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6. RESEARCH QUESTIONS, HYPOTHESES
 K1: What level of general digital and mobile-usage competences
do teachers have?
 H1: The majority of the teachers are on the first two levels of
DigComp framework.
 H2: Amongst the different fields of teachers’ mobil-usage
competence, educational purposes have the lowest score.
 K2: Is there any statistically significant difference in the teachers’
general digital competences and the mobile-usage competences
between the pretest and posttest?
 H3: The general digital competences and the mobile-usage
competences of the experimental group would be better than
the control group.
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7. GENERAL DIGITAL COMP. (TOTAL SAMPLE)
PRETEST POSTTEST
LVL1 LVL2 LVL3 LVL4 COMPETENCE AREAS LVL1 LVL2 LVL3 LVL4
7 14 6 0
Information and
data literacy
6 15 7 1
10 13 4 0
Communication
and collaboration
9 10 8 2
13 11 2 1 Digital content creation 15 11 3 0
18 6 3 0 Problem solving 15 12 2 0
15 9 3 0 Safety 13 13 2 0
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8. GENERAL DIGITAL COMP. (TWO GROUPS)
CONTROL GROUP EXPERIM. GROUP
COMPETENCE AREAS PRETEST POSTTEST PRETEST POSTTEST
Information and
data literacy
1,78 2,11 2,06 2,06
Communication
and collaboration
1,78 2,33 1,78 2,00
Digital content creation 1,33 1,33 1,83 1,67
Problem solving 1,22 1,33 1,56 1,61
Safety 1,44 1,67 1,61 1,67
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9. MOBILE COMP. – PRETEST (TOTAL SAMPLE)
1,60
2,48
2,54
3,92
3,10
3,48
Educational usage
Advanced level
Multimedia
Internet, online comm.
File- and folder management
General device handling
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10. MOBILE COMP. – DIFFERENCE (TOTAL SAMPLE)
3,48
3,75
3,10*
3,44*
3,92
4,00
2,54*
2,98*
2,48
2,64
1,60*
1,82*
General device handling
File- and folder management
Internet, online comm.
Multimedia
Advanced level
Educational usage
pretest; posttest
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11. MOBILE COMP. – DIFFERENCE (TWO GROUPS)
-0,07
0,43*
0,08
0,48*
-0,12
0,19
0,41
0,46*
0,26
0,11
0,25
0,21*
General device handling
File- and folder management
Internet, online comm.
Multimedia
Advanced level
Educational usage
control group; experimental group
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12. MOBILE COMP. (EXPERIMENTAL GROUP)
GENERAL DEVICE HANDLING PRETEST POSTTEST
Switch on/off, screen unlock 4,06 4,72*
Change of basic settings 3,89 4,00
Launch applications, exit from applications 3,78 4,06
Change between running tasks 3,50 3,78
Close running tasks one by one or all at once 3,83 3,89
Install and remove of applications 2,78 3,78*
Using wireless connections 2,89 3,78*
Using GPS 2,74 4,72
TOTAL 3,41 3,84 *
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13. FILE- AND FOLDER MANAGEMENT PRETEST POSTTEST
Connecting mobile device to desktop PC or
laptop
2,72 3,50*
Copy and move files, folders from other devices
(desktop PC, laptop)
3,17 3,83*
Sending and receiving files from other mobile
devices via bluetooth
2,83 3,17
Copy and move files, folders within the device 3,28 3,67
Creating folders 3,44 3,67
Renaming files 3,50 3,89
Copy data to memory card from memory card 2,72 3,28*
TOTAL 3,09 3,57*
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14. MULTIMEDIA PRETEST POSTTEST
Photo shooting 4,06 4,22
Video recording 3,72 3,94
Sound recording 2,78 3,78*
Photo captioning 1,78 2,83*
Resize photos 2,78 3,11
Crop pictures 2,56 3,11
Simple video editing from images 1,61 1,94
Video editing from moving images 1,56 1,89
Complex video editing with transitions and
effects
1,50 1,67
TOTAL 2,48 2,95*
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15. EDUCATIONAL USAGE PRETEST POSTTEST
Softwares for making interactive exercises 2,28 2,94*
Presentation softwares 3,00 3,00
Mindmap softwares 1,39 1,83*
Wordcloud softwares 1,61 1,89
Online collaboration 1,17 1,11
Online drives 2,33 2,56
Learning management systems 1,78 1,89
Online notes (eg. OneNote) 1,50 1,61
QR-code making softwares 1,17 1,56
Augmented reality softwares (AR) 1,17 1,11
Virtual Reality (VR) softwares 1,07 1,07
Digital storytelling 1,06 1,06
Subject related softwares 2,17 2,56
GPS softwares 1,06 1,33
TOTAL 1,62 1,83*
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16. SUMMARY
 H1: The majority of the teachers were on the first two levels
of DigComp framework.
 H2: Mobile-usage competence: internet, online communication
and general device handling had the highest; educational
usage had the lowest score.
 H3: In the case of teachers’ general digital competences we
did not find any statistically significant changes. We found
positive changes in the mobile-usage competence (general
device usage, file and folder management, multimedia,
educational usage) within the experimental group.
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17. Bruyckere, P. (2017). A story about iPad-schools in the Netherlands.
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második riport. https://bit.ly/2t5fCaP (Letöltés: 2018. május 17.)
Digital Identity Agency Magyarország (DIA). (2016a). A Hipersuli Program szakmai monitoringja - első riport.
https://bit.ly/2gX52hZ (Letöltés: 2018. május 17.)
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18. THANK YOU FOR YOUR ATTENTION!
Balazs Czekman
balazs.czekman@gmail.com
edumobil.hu
puskas.kispest.hu