Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In»

Abstract

La tecnología, como ingrediente fundamental para el avance de la Sociedad del Conocimiento, ha asumido un papel fundamental en el entorno educativo. En esta línea, diferentes instituciones y estudios científicos respaldan la importancia de la competencia digital docente dentro de los nuevos contextos de alfabetización. Este artículo persigue brindar un análisis objetivo y riguroso del concepto, estudiando el principal marco europeo de competencia digital docente «DigCompEdu». Además, también se presenta la traducción y adaptación al español del cuestionario «DigCompEdu Check-In». Todo ello puede resultar de interés para vertebrar y evaluar planes formativos personalizados y para la mejora del nivel de competencia digital del profesorado. Así mismo, se propone abrir diferentes líneas de investigación relacionadas con las necesidades formativas en TIC, avaladas por herramientas fiables y válidas de evaluación competencial.

Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: the Use of the Expert Competence Coefficient

“…The European Union defines key competencies as "a combination of knowledge, capacities and attitudes adapted to the context" (Council of the European Union, 2018, p. 7). Being competent is related to everything that society requires to overcome the obstacles of the time in which it develops (Cabero-Almenara & Palacios-Rodríguez, 2019;Palacios-Rodríguez, 2020). In the so-called knowledge society, one of these fundamental competencies is digital competence, i.e., "that which involves the safe and critical use of information society technologies for work, leisure and communication" (Council of the European Union, 2018, p. 9).…”

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

“…(a) Guarantee that the information obtained through the analysis and the different interpretations value the reality that is being measured. The first of the objectives (a) was achieved following a standardized procedure for the construction of this type of scales [6,19,[30][31][32][41][42][43]; which was included from developing preliminary versions (alpha versions), to obtaining a beta version that was subjected to a content analysis by a group of experts in educational technology. After applying the Likert-type scale of eight response options, the experts' report showed that almost all the items were written in a language appropriate to their recipients, that they met the objectives set out in their design and that they were assessed with the maximum score for its clarity of presentation.…”

“…To achieve the proposed objectives (b, c and d), different statistical tests were carried out as suggested by related studies [30][31][32]35]. The reliability, discriminant validity and convergent validity of the questionnaire were calculated using the coefficients: Cronbach's Alpha, McDonald's Omega, composite reliability (CR) and average variance extracted (AVE).…”

“…Many studies have emphasized the measurement of teaching digital competence [6,19,[30][31][32], but no instruments have been developed that measure such a specific dimension of it. The need to know the self-perceived level of competence that teachers have to educate in eco-responsible use has led to the development and design of a scale of measurement of this competence that serves as a basis for teachers' self-reflection.…”

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“…El marco «DigCompEdu» también se usa como referencia en algunos programas autonómicos para la digitalización de centros educativos españoles como, por ejemplo, el proyecto andaluz #PRODIG (Consejería de Educación y Deporte, 2018). Al mismo tiempo, "DigCompEdu» es compatible con el Marco Común de Competencia Digital Docente, publicado por el INTEF, en sus distintas dimensiones y niveles (Cuartero, Porlán y Prendes, 2016;INTEF, 2017bINTEF, , 2017a.…”