Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment

Castillo, Juan Jesús Gutiérrez; Palacios-Rodríguez, Antonio; Párraga, Lorena Martín; Serrano-Hidalgo, Manuel

doi:10.3390/educsci13010052

Cited by 8 publications

(11 citation statements)

References 27 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…works propose a quantitative methodology for the definition of tests or questionnaires, where the most commonly used framework is DigCompEdu [17,[41][42][43][44][45][46]. These authors share the goal of creating a tool capable of assessing teachers' digital competence, as defined in the European framework DigCompEdu [11].…”

Section: European Framework For the Digital Competence Of Educators: ...mentioning

confidence: 99%

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

de-Torres,

Canaleta,

Fonseca

et al. 2024

Sensors

View full text Add to dashboard Cite

The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching–learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers’ interaction with computer technologies in education. Different authors have presented assessment methods for teachers’ digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers’ digital competence evaluation process based on monitoring metrics obtained from teachers’ interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher’s competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher’s profile and planning educational actions to improve these competencies.

show abstract

Section: European Framework For the Digital Competence Of Educators: ...mentioning

confidence: 99%

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

de-Torres,

Canaleta,

Fonseca

et al. 2024

Sensors

View full text Add to dashboard Cite

show abstract

“…On the other hand, there is evidence of a favorable attitude towards teachers' digital and non-formational literacy [65]; teachers perceive that their activities to foster communicative competences are currently integrated with ICT-related practices [67].…”

Section: Obj02: the Most Relevant Contributions About The Impact Of D...mentioning

confidence: 99%

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Fernández-Otoya,

Cabero-Almenara,

Pérez-Postigo

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

show abstract

“…As explained by Herayanti et al (2017), Mumpuni dan Nurpratiwiningsih (2018), dan Mustadi et al (2022), media collaboration can encourage student interest in learning so that learning is more effective. In addition, the use of media can improve skills and create fun learning spaces (Alsubaie 2022;Gutiérrez-Castillo et al 2023;Meinel dan Schweiger 2016).…”

Section: B the Factors Affecting Learning Interestmentioning

confidence: 99%

“…Students' interest in learning can be increased by using learning media designed by the teacher (Gunawan et al 2017;Gusnawaty dan Nurwati 2019;Papadopoulou 2019). Thus, teachers must adapt and improve their skills in using technology to create a good and conducive learning environment (Gutiérrez-Castillo et al 2023;Nicolaou et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Khozin,

Haris,

Rozza

2023

Tarbiyatuna

View full text Add to dashboard Cite

Inadequate educational ability shown by educators and resources as well as the limited time is the factor that causes inadequate student’s understanding. One of the approaches to decrease the problem involves the use of various instructional resources. The objective of this research is to analyze the design of media with clear storyline and characteristics that determine the level of students’ interest in their education. This research uses qualitative approach with case study. Observation, interview, and documentation are the main method used in the process of data collection. Before, in the middle of, and after learning experience with media, observations were done. Text books and media made in Articulate Storyline are the documentation used. To analyze the data, first, the data must be summarized, then presented, and last, concluded Based on the finding of the research, the most basic step to be done in the process of the making of the media is examining the concept and the design of the media end-to end. It is done in order to make Articulate Narrative media in the lecture of Islamic History as easy as possible. Besides that, the design must be modified to accommodate various demands and students’ ways of study. There are internal and external factors that play roles in determining the level of a student’s learning interest. The use of Articulate Storyline, which is an innovative learning media, is an example of an extrinsic element which has potential to help students develop their learning interest.

show abstract

Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment

Cited by 8 publications

References 27 publications

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

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

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Implementation of Articulate Storyline to Improve Students’ Interest in Learning Islamic History Lesson

Contact Info

Product

Resources

About