Validación de una plataforma de evaluación formativa de la competencia digital docente en tiempos de Covid-19

Cosentino, Virginia Viñoles; Mon, Francesc Marc Esteve; Llopis-Nebot, María Ángeles; Segura, Jordi Adell

doi:10.5944/ried.24.2.29102

Cited by 13 publications

(21 citation statements)

References 30 publications

(23 reference statements)

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“…The professors involved in this study, who could be labeled as Leaders or Pioneers [14], had a high DTC according to the classifications presented in the reviewed studies [14,23,25]. A high DTC not only implies skillful handling of technologies but also requires having a criterion to select the most appropriate teaching technologies in each situation, allowing teachers to enrich their teaching, develop the digital competence of their students, and continue developing professionally [24,28].…”

Section: Discussionmentioning

confidence: 99%

“…Some authors [28,31,33,38,40,41,45,46] indicated that the pandemic has had a clear influence on university teaching. In relation to DTC, these authors also agreed that the pandemic has created the necessity of including digital tools to continue online classes.…”

Section: Methodsmentioning

confidence: 99%

“…As part of it, the effective use of digital technologies by teachers implies relating basic digital skills with the didactic use of technology and the ability for continuous learning, making students aware of this [26,27]. However, digital teaching competence must go beyond this, providing continuous diagnostic assessment and including educational resources for its development [28].…”

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confidence: 99%

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Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

et al. 2022

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The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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confidence: 99%

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Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

et al. 2022

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“…Dos estudios cualitativos utilizan la entrevista (Suárez Guerrero et al, 2021) y en uno de ellos además realizaron grupos de discusión (Sales et al, 2020). Por otra parte, se han encontrado estudios que evalúan la CDD con una rúbrica (Marcano et al, 2020) o con una plataforma en la que el profesorado obtiene el resultado de la autoevaluación, y en función de este se le proponen actividades formativas (Viñoles-Cosentino et al, 2021). Existen estudios como el de Tomczyk et al (2021, en el que combinan herramientas que miden la CDD a través de la autopercepción con pruebas competenciales que permiten contrastar el nivel real adquirido.…”

Section: áMbito De Investigación 2 Descripción De Los Métodos De Inve...unclassified

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

García-Ruiz

Fernández

Ramírez-Montoya

2023

EducXX1

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La competencia digital docente (CDD) es un reto en la práctica profesional del profesorado y un problema identificado en la investigación al que dar respuestas. En concreto, la evaluación de la CDD es un elemento clave para tomar decisiones respecto a la formación de los docentes y a futuras líneas de investigación. Tomando este reto como foco, el objetivo de este artículo es proporcionar un panorama actualizado sobre las herramientas utilizadas en los procesos de evaluación de la competencia digital de los docentes, indagando en el tipo de diseño de investigación, instrumentos y análisis utilizados, así como los resultados obtenidos tras su aplicación y sus implicaciones. El estudio realizado se aborda desde una revisión sistemática de la literatura, siguiendo las directrices marcadas en la declaración PRISMA, con una muestra de 66 artículos publicados entre 2017 y febrero de 2022 en revistas indexadas en la Web of Science y Scopus, en los que se evalúa la CDD. Los resultados obtenidos muestran niveles medios y bajos de CDD diagnosticados y ofrecen evidencias de la relevancia de la evaluación de la CDD para su mejora. Así mismo evidencian que el marco europeo DIGCOMPEDU y el español propuesto por el INTEF, son seguidos por investigadores de todo el mundo. Sin embargo, es una práctica habitual que los investigadores elaboren su propio instrumento para evaluar la CDD, siendo el cuestionario de autoevaluación el utilizado en la mayor parte de los estudios, al tiempo que se recomienda complementarlo con otras herramientas cualitativas para evaluar el nivel real adquirido. Las conclusiones ponen de manifiesto que los investigadores coinciden en reclamar dos aspectos fundamentales: aumentar la formación docente en competencia digital y avanzar en diseños de investigación que permitan comprobar cómo mejora el nivel CDD a través de propuestas formativas contextualizadas a la etapa educativa o tipo de enseñanza.

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“…Considering what was expressed by the professors, the socio-emotional bonding in relation to the formative assessment under the online and face-to-face modalities showed there to be a great difference. Where the online modality dominated the scenario, the formative evaluation was ineffective, monotonous, and boring, lacking in conversation that builds and energizes the teachinglearning process among the educational actors (Viñoles-Cosentino et al, 2021). This is the reason why the professor has ownership of what he says and does, inspiring and injecting emotion into the students to make them curious to learn.…”

Section: Socio-emotional Bondingmentioning

confidence: 99%

Formative Assessment: Component of Teaching-Learning Process in the University Context in Post-COVID-19

Martínez-Huamán

Landa

Mendoza

et al. 2022

IJLTER

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The aim of this study was to reveal formative assessments as being a component of the teaching-learning process in the university context in post-COVID-19 times. This study has focused on the qualitative approach through the interpretive phenomenological method. The data gathering tool used was that of a semi-structured interview with seven professors from the education and engineering programs at the Universidad Nacional José María Arguedas, Peru. The methodological procedure involved the organization through the Atlas.ti computer program and the transcription of the information through content analysis, resulting in the emergence of validated categories through the triangulation process reflecting the phenomenological reduction. The results showed there to be three categories: the role of the professor in the formative assessment, socio-emotional bonding, and learning feedback. In conclusion, formative assessment is a fundamental component of teaching and learning in the classroom where the professor, through feedback in the class sessions, promotes socio-emotional bonding, perceives mistakes to offer correction, and recognizes the work well done to encourage reinforcement and reflection of the teaching practice.

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Validación de una plataforma de evaluación formativa de la competencia digital docente en tiempos de Covid-19

Cited by 13 publications

References 30 publications

Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions

Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

Formative Assessment: Component of Teaching-Learning Process in the University Context in Post-COVID-19

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