Aplicaciones del marco DigCompEdu en la formación de docentes de secundaria. Una revisión sistemática de la literatura

Authors

  • Wilder Banoy Suárez Universidad Antonio Nariño

Keywords:

Teacher education, secondary education, technological education, educational research, systematic review

Abstract

The design of curricular proposals for training in digital teacher competencies requires constant updating from global references that comprehensively address the aforementioned competencies. This systematic literature review aims to identify the influence of the DigCompEdu framework in the design of training proposals and diagnostic evaluation of the digital competencies of secondary school teachers between 2017 and October 2022. The parameters of the PRISMA methodology were followed based on a database product of the SCOPUS analysis of completed articles published in English, Portuguese and Spanish. The final sample (n=29) was analyzed in depth with Atlas.ti. It was identified that the DigCompEdu framework of the European Commission is the main reference in this type of training, face-to-face or virtual. In addition, it is highlighted that Spain and Portugal lead the design and application of ad hoc or previously validated diagnostic research based on this framework, and that the trend is to develop teaching competence comprehensively with the six areas of DigCompEdu with permanent communication channels, present not only during training. 

Downloads

Download data is not yet available.

References

Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluation of teacher digital competence frameworks through expert judgment: The use of the expert competence coefficient. Journal of New Approaches in Educational Research, 9(2), 275–283. https://doi.org/10.7821/naer.2020.7.578

Cantabrana, J. L. L., Rodríguez, M. U., & Cervera, M. G. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370

Çebi, A., Bahçekapılı Özdemir, T., Reisoğlu, İ., & Çolak, C. (2022). From digital competences to technology integration: Re-formation of pre-service teachers’ knowledge and understanding. International Journal of Educational Research, 113. https://doi.org/10.1016/j.ijer.2022.101965

Choe, Y., Lee, J., & Lee, G. (2022). Exploring Values via the Innovative Application of Social Media with Parks Amid COVID-19: A Qualitative Content Analysis of Text and Images Using ATLAS.ti. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013026

Dias-Trindade, S., & Ferreira, A. G. (2020). Digital teaching skills: Digcompedu checkin as an evolution process from literacy to digital fluency. Icono14, 18(2), 162–187. https://doi.org/10.7195/RI14.V18I2.1519

Gallego-Arrufat, M.-J., Torres-Hernández, N., & Pessoa, T. (2019). Competence of future teachers in the digital security area. Comunicar, 27(61), 53–62. https://doi.org/10.3916/C61-2019-05

Gordillo, A., Barra, E., Garaizar, P., & López-Pernas, S. (2021). Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence. Revista Iberoamericana de Tecnologías Del Aprendizaje, 16(1), 107–114. https://doi.org/10.1109/RITA.2021.3052686

Lucas, M., Dorotea, N., & Piedade, J. (2021a). Developing Teachers’ Digital Competence: Results from a Pilot in Portugal. Revista Iberoamericana de Tecnologías Del Aprendizaje, 16(1), 84–92. https://doi.org/10.1109/RITA.2021.3052654 Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021b). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers and Education, 160 https://doi:10.1016/j.compedu.2020.104052

Marta-Lazo, C., Frau-Meigs, D., & Osuna-Acedo, S. (2019). A collaborative digital pedagogy experience in the tMOOC “Step by Step.” Australasian Journal of Educational Technology, 35(5), 111–127. https://doi.org/10.14742/ajet.4215 Martínez-Pérez, S., Cabero-Almenara, J., Barroso-Osuna, J., & Palacios-Rodríguez, A. (2022). T-MOOC for Initial Teacher Training in Digital Competences: Technology and Educational Innovation. Frontiers in Education, 7.

https://doi.org/10.3389/feduc.2022.846998

MEN [Ministerio de Educación Nacional de Colombia] (2013). Competencias TIC para el Desarrollo Profesional Docente. https://www.mineducacion.gov.co/1759/articles-339097_archivo_pdf_competencias_tic.pdf

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Whiting, P., & Moher, D. (2022). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. American Journal of Public Health, 46. https://doi.org/10.26633/RPSP.2022.112

Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information Management, 52(2), 183–199. https://doi.org/10.1016/J.IM.2014.08.008

Reisoğlu, İ., & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu. Computers and Education, 156.

https://doi.org/10.1016/j.compedu.2020.103940

Rodríguez, M. U., Cantabrana, J. L. L., & Cervera, M. G. (2021). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. https://doi.org/10.5944/educXX1.27080

Rodríguez, N. C., Lorenzo-Rial, M.-A., & Rodríguez, U. P. (2022). Digital competence of teachers in terms of content creation: self-perception of teachers in educational scientific training in Galicia (Spain). Educação e Pesquisa, 48. https://doi.org/10.1590/S1678-4634202248243510

Romero-García, C., Buzón-García, O., & de Paz-Lugo, P. (2020b). Improving future teachers’ digital competence using active methodologies. Sustainability (Switzerland), 12(18). https://doi.org/10.3390/SU12187798

Cattaneo, A. A. P., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers and Education, 176.

https://doi.org/10.1016/j.compedu.2021.104358

Downloads

Published

2023-11-02
Metrics
Views/Downloads
  • Abstract
    120
  • PDF (Español)
    41

How to Cite

Banoy Suárez, W. (2023). Aplicaciones del marco DigCompEdu en la formación de docentes de secundaria. Una revisión sistemática de la literatura. MEMORIAS SIFORED - ENCUENTROS EDUCACIÓN UAN, (7). Retrieved from https://revistas.uan.edu.co/index.php/sifored/article/view/1668

Issue

No. 7 (2023): Diálogos intergeneracionales para afrontar los desafíos de la innovación educativa en el siglo XXI

Section

Ponencia

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Metrics