Necesidades de formación y referentes de evaluación en torno a la competencia digital docenterevisión sistemática

  1. Betancur Chicué, Viviana 1
  2. García-Valcárcel Muñoz-Repiso, Ana 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Fonseca, Journal of Communication

ISSN: 2172-9077

Año de publicación: 2022

Título del ejemplar: New technologies for the exercise of specialized communication

Número: 25

Páginas: 133-147

Tipo: Artículo

DOI: 10.14201/FJC.29603 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Fonseca, Journal of Communication

Objetivos de desarrollo sostenible

Resumen

The study of the level of digital competences in teachers (CDD) has been guided in recent years by references such as the European Framework of Digital Competence of teachers DigCompEdu and its adaptation to the Spanish Common Framework of Digital Competence of Teachers of the INTEF. In this sense, the article seeks to identify the areas of digital competence that the literature refers to with less development in university teachers, as well as the strategies and training needs in this field. To respond to these objectives, a systematic literature review methodology is used, the protocol created is described, the results are presented and the main conclusions are that the area with the least development of CDD is "teaching and learning" ( according to the DigComEdu reference), requiring the implementation of teacher training plans focused on practice and methodological renewal, using agile and flexible formats adjusted to the particular conditions of the teams of teachers.

Referencias bibliográficas

  • Almenara, J. C., y Tena, R. R. (2020). Diseño de un t-MOOC para la formación en competencias digitales docentes: Estudio en desarrollo (Proyecto DIPROMOOC). Innoeduca. International Journal of Technology and Educational Innovation, 6(1), 4-13. https://doi.org/10.24310/innoeduca.2020.v6i1.7507
  • Alvarez-Flores, E. P., y Alvarez-Flores, E. P. (2021). Uso crítico y seguro de tecnologías digitales de profesores universitarios. Formación universitaria, 14(1), 33-44. https://doi.org/10.4067/S0718-50062021000100033
  • Basantes-Andrade, A., Cabezas-González, M., y Casillas-Martín, S. (2020). Los nano-MOOC como herramienta de formación en competencia digital docente. Revista Ibérica de Sistemas e Tecnologias de Informação, E32, 202-214. https://www.proquest.com/publiccontent/docview/2452331341/abstract/ADC43C69A8694F73PQ/1
  • Basilotta-Gómez-Pablos Verónica, Matarranz María, Casado-Aranda Luis-Alberto, y Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review: Revista de universidad y sociedad del conocimiento. International Journal of Educational Technology in Higher Education, 19(1) https://doi.org/10.1186/s41239-021-00312-8
  • Cabero-Almenara, J., Barroso-Osuna, J., Gutiérrez-Castillo, J.-J., y Palacios-Rodríguez, A. (2021). The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain). International Journal of Environmental Research and Public Health, 18(5), 2552-. https://doi.org/10.3390/ijerph18052552
  • Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., y Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26(4), 4691-4708. https://doi.org/10.1007/s10639-021-10476-5
  • Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Palacios-Rodríguez, A., y Barroso-Osuna, J. (2021). Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment. Texto Livre, 14(1), e25740-e25740. https://doi.org/10.35699/1983-3652.2021.25740
  • Cabero-Almenara, J., Romero-Tena, R., y Palacios-Rodríguez, A. (2020). Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: The Use of the Expert Competence Coefficient. Journal of New Approaches in Educational Research, 9(2), 275-0_2. https://doi.org/10.7821/naer.2020.7.578
  • Colás-Bravo-Bravo, P., Conde-Jiménez, J., y Reyes-de-Cózar, S. (2019). The development of the digital teaching competence from a sociocultural approach. Comunicar (Huelva, Spain), 27(61), 21-32. https://doi.org/10.3916/C61-2019-02
  • Consejo de la Unión Europea (2006). Recomendación del Parlamento Europeo y del Congreso de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea (2006/962/CE). https://bit.ly/34DrumK
  • Dias-Trindade, S., y Gomes Ferreira, A. (2020). Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency.
  • Dias-Trindade, S., Moreira, J. A., y Ferreira, A. G. (2020). Assessment of University Teachers on their digital competences. QWERTY - Interdisciplinary Journal of Technology, Culture and Education, 15(1), 50-69. http://www.ckbg.org/qwerty/index.php/qwerty/article/view/341
  • Domingo-Coscollola, M., Bosco-Paniagua, A., Carrasco-Segovia, S., y Sánchez-Valero, J. A. (2020). Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes. Revista de Investigación Educativa, 38(1), 167-182. https://revistas.um.es/rie/article/view/340551/277061
  • Fernández, J. T., y Pérez, K. V. P. (2018). Nuevos escenarios y competencias digitales docentes: hacia la profesionalización docente con TIC. Profesorado, revista de currículum y formación del profesorado, 22(1), 25-51. https://revistaseug.ugr.es/index.php/profesorado/article/view/9917/8040
  • Fernández-Batanero, J. M., Román-Graván, P., Montenegro-Rueda, M., López-Meneses, E., y Fernández-Cerero, J. (2021). Digital teaching competence in higher education: A systematic review. Education Sciences, 11(11), 689. https://bv.unir.net:2133/10.3390/educsci11110689
  • Ferreira González, I., Urrútia, G., y Alonso-Coello, P. (2011). Revisiones sistemáticas y metaanálisis: Bases conceptuales e interpretación. Revista Española de Cardiología, 64(8), 688-696. https://doi.org/10.1016/j.recesp.2011.03.029
  • Fuentes, A., López, J., y Pozo, S. (2019). Análisis de la Competencia Digital Docente: Factor Clave en el Desempeño de Pedagogías Activas con Realidad Aumentada. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(2), Article 2. https://doi.org/10.15366/reice2019.17.2.002
  • García-Peñalvo, F. J. (2017a). Revisión sistemática de literatura para artículos. Salamanca, España: Grupo GRIAL. http://repositorio.grial.eu/handle/grial/756. doi:10.13140/RG.2.2.15223.42403
  • Garzón Artacho, E., Martínez, T. S., Ortega Martín, J. L., Marín Marín, J. A., y Gómez García, G. (2020). Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation. Sustainability (Basel, Switzerland), 12(7), 2852-. https://doi.org/10.3390/su12072852
  • Gordillo, A., Barra, E., Garaizar, P., y López-Pernas, S. (2021). Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 16(1), 107-114. https://doi.org/10.1109/RITA.2021.3052686
  • Gordillo, A., Barra, E., López-Pernas, S., y Quemada, J. (2021). Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability, 13(15), 8485. https://doi.org/10.3390/su13158485
  • Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., y Redecker, C. (2021a). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
  • Lucas, M., Dorotea, N., y Piedade, J. (2021b). Developing Teachers’ Digital Competence: Results from a Pilot in Portugal. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 16(1), 84-92. https://doi.org/10.1109/RITA.2021.3052654
  • Moreno-Guerrero, A.-J., Miaja-Chippirraz, N., Bueno-Pedrero, A., Borrego-Otero, L., Moreno-Guerrero, A.-J., Miaja-Chippirraz, N., Bueno-Pedrero, A., y Borrego-Otero, L. (2020). The Information and Information Literacy Area of the Digital Teaching Competence. Revista Electrónica Educare, 24(3), 521-536. https://doi.org/10.15359/ree.24-3.25
  • Pozo-Sánchez, S., López-Belmonte, J., Rodríguez-García, A.-M., y López-Núñez, J.-A. (2020). Teachers’ digital competence in using and analytically managing information in flipped learning (Competencia digital docente para el uso y gestión analítica informacional del aprendizaje invertido). Culture and Education, 32(2), 213-241. https://doi.org/10.1080/11356405.2020.1741876
  • Reisoglu, I. (2021). How Does Digital Competence Training Affect Teachers’ Professional Development and Activities? Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09501-w
  • Reisoglu, I., y Cebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156, 103940-. https://doi.org/10.1016/j.compedu.2020.103940
  • Rodríguez, M. U., Cantabrana, J. L. L., y Gisbert, M. (2021). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), Article 1. https://doi.org/10.5944/educxx1.27080
  • Romero-García, C., Buzón-García, O., y de Paz-Lugo, P. (2020). Improving Future Teachers’ Digital Competence Using Active Methodologies. Sustainability, 12(18), 7798. https://doi.org/10.3390/su12187798
  • Sánchez Trujillo, M. de los Á., Rodríguez Flores, E. A., Sánchez Trujillo, M. de los Á., y Rodríguez Flores, E. A. (2021). Competencia digital en docentes de Ciencias de la Salud de una universidad privada de Lima. Educación Médica Superior, 35(1). http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S0864-21412021000100005&lng=es&nrm=iso&tlng=es
  • Silva, J., Usart, M., y Lázaro-Cantabrana, J.-L. (2019). Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay. Comunicar, English Ed., 27(61), 31-40. http://dx.doi.org/10.3916/C61-2019-03
  • Silva Quiroz y Miranda Arredondo, P. (2020). Presencia de la competencia digital docente en los programas de formación inicial en universidades públicas chilenas. Revista de Estudios y Experiencias En Educación, 19(41), 149-165. https://doi.org/10.21703/rexe.20201941silva9
  • Smagulova, G., y Nicolae, S. (2021). The development of future foreign language teachers’ digital competences in creating multimedia tutorials. The Education and science journal, 23(6), 216-245. https://doi.org/10.17853/1994-5639-2021-6-216-245
  • Vinoles-Cosentino, V., Esteve-Mon, F. M., Llopis-Nebot, M. A., y Adell-Segura, J. (2021). Validation of a Platform for Formative Assessment of Teacher Digital Competence in Times of COVID-19. Ried-Revista Iberoamericana De Educación a Distancia, 87-106. https://doi.org/10.5944/ried.24.2.29102
Fuente de los datos: Dialnet