Developing Teachers’ Digital Competence: Results From a Pilot in Portugal

Lucas, Margarida; Dorotea, Nuno; Piedade, João

doi:10.1109/rita.2021.3052654

Cited by 33 publications

(21 citation statements)

References 19 publications

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“…Summarize the previous research results to obtain a complete set of constituent factors of competence, and then invite relevant personnel to carry out interview activities, repeatedly screen, integrate, and summarize, so as to build an index set that can be used to evaluate the competence of managers [19][20][21][22][23][24]. This set includes five subsets, namely, planning and decision-making ability, promoting execution ability, learning, and innovation ability There are 20 competency elements in team building ability and operation management ability, and these five parts are key behavior items, which are preliminarily determined as the specific competency standards that middle-level leading cadres of the school should meet under the current situation (see Table 1 for details).…”

Section: Function Optimization Of English Teachingmentioning

confidence: 99%

Design of English Teaching Postcompetency Evaluation System Based on Data Mining and IoT

Yao

2022

Wireless Communications and Mobile Computing

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Considering the unfortunate skill of English teaching posts, this paper advances the plan strategy for English teaching postcapability assessment framework in light of data mining, further develops the framework equipment arrangement, upgrades the activity cycle and capability of the framework programming, and builds the English teaching postability assessment framework. At long last, it is affirmed by tests. The English teaching postability assessment framework in view of data mining has high practicability during the time spent down to earth application and completely meets the examination necessities.

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Section: Function Optimization Of English Teachingmentioning

confidence: 99%

Design of English Teaching Postcompetency Evaluation System Based on Data Mining and IoT

Yao

2022

Wireless Communications and Mobile Computing

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“…Por otra parte, en relación al tipo de formación para satisfacer las necesidades del profesorado en el campo de las competencias digitales docentes, se identifica la [143] importancia de ofrecer formación flexible, personalizada y a la medida (Cabero et. al., 2020), sincronizada con la realidad educativa y sus características prácticas (Colás, Conde y Reyes, 2019), que sirvan para su aplicación en el ejercicio de la enseñanza real (Reisoglu y Cebi, 2020;Reisog ˘lu, 2021;Lucas et al, 2021b) y se ajuste a las diferentes edades (Cabero, Guillén, Ruiz y Palacios, 2021), por lo que es relevante que cuente con diferentes niveles de especialización (Cabero, Guillén, Ruiz y Palacios, 2021;Vinoles, et al, 2021). Entre las estrategias de formación en CDD, se resaltan cursos ágiles y abiertos como los MOOC (Gordillo, et.…”

Section: Discussionunclassified

“…En este sentido, se destaca la necesidad de ofrecer formación flexible, personalizada y a la medida (Cabero et. al., 2020), sincronizada con la realidad educativa y sus características prácticas (Colás, Conde y Reyes, 2019), lo cual llevará a que la formación docente sea eminentemente práctica y esté orientada a la construcción de productos que sirvan para su aplicación en la enseñanza real (Reisoglu y Cebi, 2020;Reisog˘lu, 2021;Lucas et al, 2021b).…”

Section: Estrategias De Formación Docente Implementadas: ¿Qué Tipo De...unclassified

Necesidades de formación y referentes de evaluación en torno a la competencia digital docente: revisión sistemática

Chicué

Muñoz-Repiso

2022

FJC

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El estudio del nivel de las competencias digitales en docentes (CDD) ha estado orientado en los últimos años por referentes como el Marco Europeo de Competencia Digital del profesorado DigCompEdu y su adaptación al Marco Común español de Competencia Digital Docente del INTEF. En este sentido, el artículo busca identificar las áreas de competencia digital que la literatura referencia con menor desarrollo en los docentes universitarios, así como las estrategias y necesidades de formación que en torno a este campo. Para responder a estos objetivos se utiliza una metodología de revisión sistemática de la literatura, se describe el protocolo creado, se presentan los resultados y se establecen como conclusiones principales que el área con menor desarrollo de la CDD es la de “enseñanza y aprendizaje” (de acuerdo con el referente DigComEdu), siendo necesario la implementación de planes de formación docente centrados en la práctica y la renovación metodológica, utilizando formatos ágiles y flexibles ajustados a las condiciones particulares de los equipos de profesores.

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“…Digital competence plays an essential role in response to the challenges posed by digitalization, and practically the educational field is the key to promoting such developments [40]. However, this requires that teachers are digitally competent [41].…”

Section: B Teachers' Professional Learningmentioning

confidence: 99%

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

Tammets

Khulbe

Sillat

et al. 2022

IEEE Trans. Learning Technol.

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Technology-enhanced learning solutions carry the potential for transforming teacher learning and the delivery of professional development activities. This article proposes that the tools that professionals use in their practice can be considered an important mediator for professional learning. We carried out three design experiments, the results of which were used to formulate the conceptual design of a digital learning ecosystem for fostering teachers' professional learning, which is operationalized through different phases, namely competency-based planning of professional development, designing pedagogical practices, enactment of student-centered learning enriched with technology, and reflection upon own practice to plan comprehensively for competency-based professional development.

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Developing Teachers’ Digital Competence: Results From a Pilot in Portugal

Cited by 33 publications

References 19 publications

Design of English Teaching Postcompetency Evaluation System Based on Data Mining and IoT

Design of English Teaching Postcompetency Evaluation System Based on Data Mining and IoT

Necesidades de formación y referentes de evaluación en torno a la competencia digital docente: revisión sistemática

A Digital Learning Ecosystem to Scaffold Teachers’ Learning

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