The development of the digital teaching competence from a sociocultural approach

Abstract

Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students. En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.

Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

“…The dependency relationships between the variables analyzed in this research confirm, in line with Pozos and Tejada [46], and García, Rebollo, and García [49], the absence of an adequate mastery of digital skills, linked to the teaching role, in university professors. These results coincide with those obtained in the study by Colás-Bravo, Conde-Jiménez and Reyes-de-Cózar [50] in the context of secondary education, where it is concluded that "teachers through their educational practice develop the digital competence of their students at an intermediate level" (p. 31). This may be due to the fact that future teachers tend to interpret the manipulative use of technologies and their digital training as teachers in two different areas, disassociating the teaching competences from the digital competences of teachers.…”

238. Aprender y enseñar con la escala del mapa para el profesorado de la “generación Z”: la competencia digital docente

“…Para ello, y como hemos mostrado aquí, será imprescindible la transformación, previamente, de las concepciones tecnológicas del profesorado. Como señalan Mishra & Koehler 50 , será necesario llevar a cabo una inclusión eficaz de la tecnología en el contexto educativo, ofreciendo mayores oportunidades a los estudiantes de desarrollar y adquirir competencias digitales 51 .…”

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

“…Thus, there is a great deal of research that has tried to cover the analysis of digital teacher competence in different subjects of the education system. On one hand, there are those who deal with the analysis of future teachers of preschool and primary education [27][28][29][30][31][32], whose results indicated that future teachers presented an intermediate level in the development of digital competence. Therefore, this is a basic level that may be enough for the self-determination of the future teacher in the topic, but it is not enough to teach digital practice to their future students.…”