Digital competences for teaching and learning

Education Sciences

Different frameworks are available for assessing and developing digital competences, which poses a choice challenge for potential users. This article aims to analyze and compare international digital competence frameworks for education. The study compares characteristics such as the frameworks’ purpose, structure, competences, and levels, as well as indicators for instrument development. The results indicate that the objective, the theoretical background, and the target group define the framework characteristics. Most analyzed frameworks focus on teacher training. The comparison identified common competences: communication, collaboration, sharing, information and data, content, technical, teaching, learning, and ethics. All frameworks include profiles, objectives, descriptors, activities, examples, and cases of knowledge, skills, and attitudes. The article concludes that digital competence frameworks should be segmented by educational actors (students, teachers, and administrators) ...

2021

Digital pedagogical skills are essential for teachers dedicated to the ethical and effective use of digital resources in blended learning, artificial learning, teaching, communication, collaboration, evaluation, and problem-solving in the era of digitalization. A variety of competency frameworks have been developed for teachers and learners by incorporating several components to accomplish the academic demand for learning and professional development. However, many of them do not address a wide range of resources, tools, and skills. The main objective of this research was to develop an inter-level digital competency framework for mathematics teachers from the school to the university level. DEPSWALIC Digital Competency Framework for Teachers has developed based on the literature and the necessary digital skills of teachers to complete their all activities digitally. The framework suggests that the teachers should have twenty-seven sub-skills under six keys skills (1) writing and presentation tools, (2) internet surfing and communication tools, (3) course management and evaluation tools, (4) learning and sharing tools, (5) related applications and (6) audio and visual documents development tools. Also, framework suggested that the teachers should be sensitive and careful on policy and ethical values in the use of such resources in professional activities. Additionally, skills of LMS, audio and video development tools, subject related online resources, software, and mobile applications skills for making digital games, creation of personal blocks, digital library, and result analysis related skills and resources are new attractions of this framework.

European Journal of Education

Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st-century learners. The European Framework for the Digital Competence of Educators (DigCompEdu) represents a paradigmatic example of this endeavour, taking stock of these needs. Defining the requirements of education professionals by teacher competence frameworks can serve multiple purposes at different levels in education systems. At the micro level, it can support and guide teachers' practice and continuous professional development. At the meso level of local education governance, it can support the development of school institutions as learning organisations, providing common ground for dialogue, collaboration and reflection in professional communities of practice. At the macro level of quality assurance, it can provide reference standards for initial teacher education, and for education professionals' quality along the career continuum. The European Framework for the Digital Competence of Educators was designed to align with institutional and contextual requirements in different countries, whilst remaining open to adaptation and updating. It links teachers' and | 357 CAENA ANd REdECKER

Sustainability

The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained t...

Mountain School of Ukrainian Carpaty, 2020

Today the world is in the process of rapid informatization and digitalization of society in all its spheres. The way and pace of life of a modern man is not similar to the life of previous generations. The spread of the coronavirus disease, known as COVID-19, has necessitated acceptance and adaptation to new working and learning conditions for educators from different countries. Educational institutions around the world are responding to numerous prohibitions and quarantine rules with the transition to distance learning. The crisis has already caused an online boom for education and forced teachers to be preparedto deal with this atypical situation. The most powerful source today is digital technology, or as they call it - digital learning tools, which implies competent use of the latest gadgets. Of course, global changes in public life cannot take place without changes in the educational space, so our education system now follows the experience of advanced European countries and im...

Sustainability

Improving the digital competences of teachers, students, and schools contributes to achieving Sustainable Development Goal 4 of the 2030 Agenda. That goal consists in enhancing the quality of education and offering learning opportunities. The knowledge of digital resources that teachers had and used during the COVID-19 confinement has contributed to the current awareness of the need to improve teachers’ digital competence. The main objective of this paper is to analyse the digital resources that teachers participating in this research used the most in Spain between March and June 2020 due to the lockdown experienced in that country. A validated questionnaire, which was administered online in schools and high schools of the Community of Madrid, was answered by 97 teachers who were able to teach from home. The results reveal their assessment of the technological resources they used. In their opinion, the most useful were digital platforms, online classes, and videos, whereas the least...

International Journal of Environmental Research and Public Health

The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies ...

Universal Journal of Educational Research, 2021

Digitalization of higher education includes the use of digital tools and technologies for educational administration, teaching-learning process, evaluation, research, and extension activities. The 21st-century educational landscape is manifested by the key concept of digital competency of professionals in the knowledge area. Education and training, therefore, need to be at a premium, and the role of teachers being very important in imparting education and constructing learning experiences need to be continuously trained and updated. The nature of digital competency is exhilarating as well as requires specific efforts by teachers to adapt the latest technology-based skills. The idea behind the study was to find the answer to the question that where do the higher education teachers stand in this technological era? Thus, the study investigates the level of digital competence among higher education teachers and to find out their level in different dimensions of digital competence. Findings revealed that the higher education teachers under study have an intermediate level of digital competence only 8.44% of higher education teachers have an advanced level of digital competence. Higher education teachers have an intermediate level of digital competence in technological /operational/ instrumental dimension, information processing and management dimension, pedagogic/ knowledge construction dimension, and digital citizenship dimensions of DIGICOMP. The study concludes that higher education teachers may acquire the required knowledge, skills, and competence and elevate their level of digital competence to successfully compete in this technology-driven world.

2021

The Covid-19 pandemic has shifted educational systems all over the world. As a result, the employment of technology continues to be controversial, and the debate over whether English teachers actually use technology to boost their talents continues. What amount of digital literacy is imparted by their educational experience, and if they adequately equipped with digital capabilities to meet their daily needs is still arguable. Thus, the demand toward the improvement of digital media is linked to digital literacy, which subset of digital competence. Along with same line, teachers need to evaluate their readiness to integrate technology in teaching processes. Today, Universitas Terbuka (UT) provides a critical chance for English teachers to help their students develop their English abilities in complicated scenarios like as the Covid-19 pandemic. Hence, the purpose of this study is to assess the digital skills of English teachers and to describe their preparation for and response to th...

Journal of Educational Sciences, 2021

With the sudden widespread closure of schools since February-March 2020 due to the physical distancing measures associated with the COVID-19 pandemic, the digital competences became a focus of attention, being of central importance to the swift and equitable transition to the various forms of emergency remote teaching implemented throughout the world as a strategy to insure continuity in education. This almost instantaneous mass shift to teaching online has made transparent great disparities in how digital competences -particularly those of teachers -were conceptualized, taught and assessed within various educational programs. We present a comparative analysis of the approaches to teachers' learning and professional development that state and non-state actors in four Central and East European countries have articulated in the first months of COVID-19 related lockdown. We take a Critical Frame Analysis approach to exploring the roles played by state and non-state actors in the four countries in conceptually framing the relationship between the digital competences required in emergency remote teaching and teachers' learning and professional development at the beginning of the COVID-19 crisis. It is suggested that the educational policy debate at the beginning of the crisis rendered visible: a) that this massive sudden shift required understanding digitalization as a complex multifaceted process requiring levels of digital and pedagogical competence teachers were unlikely to have previously developed; b) that addressing these issues through short-term interventions would only exacerbate the risk of ignoring arising equity issues; c) that situating emergency measures in the context of potential medium and long-term developments could open opportunities to explore mainstreaming the digitalization of education and promoting blended learning, as well as offer a better perspective on issues of digital poverty and the inequitable impact of not addressing it adequately will have in the future.