A Review and Comparative Study of Teacher's Digital Competence Frameworks

Abstract

The current technological revolution has reached all social classes, and its educative use by teachers has gone noticed. This chapter provides a comprehensive overview of the six main international frameworks published from 2010 until now. The first objective of this work is to analyze these frameworks' contributions to understanding the development of this competence. The second objective is to determine whether there are any differences between these frameworks through strengths-weaknesses-opportunities-threats (SWOT) analysis. The main aim is to make it easier to integrate an assessment digital competence framework for teachers in other regions of the world that do not have their own framework. The analysis indicates that the six frames have coincidences and nuances in understanding the development of digital competence. This study shows that DigComp is subject to create consensus at the European level about the digital competence components, which can also serve as a conceptual reference model for other countries o educational institutions.

Automated Monitoring of Human–Computer Interaction for Assessing Teachers’ Digital Competence Based on LMS Data Extraction

“…This study has developed a model to evaluate teachers’ digital competence as defined by the DigCompEdu framework, a framework widely used to assess TDC [ 53 , 54 , 55 , 56 ]. The model follows a quantitative approach shared by many other proposals [ 40 , 57 ].…”

Uncovering Digital Competence in Language Instruction: A Study of Pre-Service English Teachers in Saudi Arabi

“…ICT underpins numerous skills, mostly related to using computers and portable devices to 'retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet' (European Parliament and the Council of the European Union 2006). The main dimensions of UNESCO's ICT competence framework comprised technology literacy, knowledge deepening and knowledge creation, with six secondary aspects of teachers work: understanding ICT in education curriculum assessment, pedagogy, ICT, organisation, administration and teacher professional learning (Yang et al, 2021).…”

Evaluation of pre-service and in-service teachers´ digital competence in Anhui province, China

“…In chapter six, we provide a global overview of digital competence training for teachers through an SLR that is intended to provide theoretical support for K-12 preand in-service teacher training in digital competence. The results of this work were published as a book chapter (Yang et al, 2021). Hence, in this chapter, we present the method used to analyze and compare the frameworks and conduct a SWOT comparative analysis.…”