Selección de categorías para el estudio de la evolución de la competencia digital docente del profesorado en Educación Superior

Padilla-Hernández, Angelina Lorelí; Sánchez, Vanesa María Gámiz; López, María Asunción Romero

doi:10.6018/riite/2018/327881

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…Torelló & Pérez (2012) state that a good university teacher cannot be separated from the three main dimensions they develop (teaching, research and management), or from the areas where they put them into practice (social context, institutional context and classroom context). In this regard, as Pozos (2015) states, teachers must not only integrate the use of ICT into the curriculum but also promote research and participation in research projects with the support of ICT (Twalib, 2012) in order to promote the results of their good teaching practices (Padilla-Hernández & Vanesa, 2018).…”

Section: Introductionmentioning

confidence: 99%

ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender

et al. 2020

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Research skills are part of the academic activities of Higher Education teachers. Regardless of the knowledge area they teach, there is a need to observe, reflect, select, analyse and communicate scientific results using technological advances. The aim of this study is to analyse the use that teachers make of different ICT resources for research in terms of gender, comparing within each gender the different areas of knowledge to which the teachers belong (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). To this end, an ex post facto design through surveys was used with a sample of 867 university teachers in the Spanish education system. For the comparative analysis, univariate ANOVA by multiple comparisons was used.The findings revealed that teachers have, in general terms and in both genres, an average level of use, highlighting more use in digital databases, academic Google, high-impact journal websites, and very little use in data analysis software, mainly in qualitative software. The results highlighted that the Engineering-Architecture area is the one that makes the greatest use of ICT for research in comparison with the Art-Humanities area which uses ICT resources the least. The results demonstrate the need to develop procedural and cognitive skills in teaching staff in the most needed areas, not only to encourage them to continue researching and sharing the results acquired, but also to attend and prepare students in research skills so that they can continue learning and increasing their academic and professional training once the university stage is over.

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Section: Introductionmentioning

confidence: 99%

ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender

et al. 2020

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“…Es decir, la pedagogía debe seguir ocupando un lugar principal a la hora de estructurar la modalidad híbrida de aprendizaje. Como señalan Lencastre y Coutinho (2015), aunque el aspecto digital sea el que más visiblemente despierta el cambio, es consensual que el uso de las tecnologías per se no supone necesariamente una mejora en la calidad de la educación (Padilla-Hernández, Gámiz Sánchez & Romero López, 2018).…”

Section: El Nuevo Papel De Profesoras Y Alumnas En Los Entornos B-lea...unclassified

Potenciar la autonomía mediante la retroalimentación: propuestas para el aprendizaje híbrido en la educación superior

Álvarez¹,

López²,

Sanchis³

et al. 2023

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“…In this context, ref. [ 27 ] recognize the need to deepen the understanding of the development of teachers’ digital competencies. The COVID-19 pandemic revealed that there are four teacher kinds: (a) the enthusiast, (b) the skeptic, (c) the pessimist, and (d) the affirmative [ 1 ].…”

Section: Introductionmentioning

confidence: 99%

Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review

Velandia

Mena-Guacas

Tobón

et al. 2022

IJERPH

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The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

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Selección de categorías para el estudio de la evolución de la competencia digital docente del profesorado en Educación Superior

Cited by 10 publications

References 16 publications

ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender

ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender

Potenciar la autonomía mediante la retroalimentación: propuestas para el aprendizaje híbrido en la educación superior

Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review

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