Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

Abstract

We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

The European Competency and the Teaching for Understanding Frameworks: Creating Synergies in the Context of Initial Teacher Training in Higher Education

“…Internalizing their principles during their initial training stage would give these future teachers still in the process of learning, the appropriate tools to face a scenario yet to be defined. The sooner they get to know this way of learning, the better they would internalize the principles that define it and the better they would overcome the difficulties involved in teaching in a manner different from the way they learnt [5].…”

“…From a pedagogical perspective, the need to rethink the function of the school so that it represented a more faithful reflection of such social change that contributed towards reaching these goals has become widely apparent; as a reality to be faced at the end of the last century and particularly relevant in the last two decades. In a context in which the storage and retrieval of information was no longer a problem, it seemed necessary for schools to provide students with resources that allow them to adapt to various situations, with success and flexibility [2][3][4][5].…”

Estudio de la competencia digital docente en Ciencias de la Salud. Su relación con algunas variables

“…El instrumento que se utiliza para la recogida de datos es el «DigCompEdu Chek-in» traducido, adaptado y validado al contexto español 7 , 8 . Este instrumento está compuesto por 22 preguntas representativas de las 6 áreas competenciales de DigCompEdu ( fig.…”

Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment

“…Its purpose is to unite European educational policies having said framework of reference. DigCompEdu is the product of a series of scientific studies carried out at the local, national, European and international levels (CABERO-ALMENARA; GUTIÉRREZ-CASTILLO, et al, 2020;GHOMI;REDECKER, 2019;PUNIE, 2017;REISOĞLU;ÇEBI, 2020). Furthermore, this framework is presented as a Digital Competence model with 6 differentiated competence areas (Figure 1).…”