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This work aimed to analyze the digital proficiency level of teachers who teach in state public high schools in the city of Palmas-TO. This investigation was based on a survey application through the google forms platform, having as a data collection instrument a self-assessment based on the DigCompEdu - Digital Competence Framework for Educators qu...
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Context 1
... finalizing the scoring tab for all areas, the teacher was classified in one of the digital proficiency levels, starting from the beginner level to the innovative level, with the first two levels, A1-Newcomer and A2-Explorer, the beginner, with basic digital practices; the intermediate levels, B1-Integrator and B2-Specialist; and the most advanced levels, C1-Leader and C2-Pioneer. Table 3 below shows the most specific profile of teachers by proficiency level. Thus, the levels of proficiency and their specificities are briefly presented, also pointing out essential characteristics to be improved in order to reach the next level ( Figure 3). ...Similar publications
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Citations
... Digital competence of teachers is a key aspect for education in the current socio digital context [21], so it is essential for teachers to have these kinds of competences [22]. According to [23] referring to the fundamental competences declared by UNESCO, digital competence is fundamental, and [24] refer to it as the most important competence for the 21st century. It involves the critical and confident use of information society technologies [25]. ...
... Analysis includes, for example, flipped learning 12 [65][66][67][68][69][70][71][72][73][74][75][76] Assessment of teachers' digital competence: Assessing teachers' digital competence in a specific context. 35 [24,36,43,63, In the same vein, the type of study approach was identified in the methodology (Table 8), with quantitative studies being the most common, which is not surprising given that the main use for competence frameworks is the development of digital competence assessment processes and the characterization of populations through statistical data. In the Table 6 are the eight-framework identified; this described-a few dimensions or areas that analyze the digital competences and the number of items that in total evaluate, each area/dimension have some items. ...
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.
... Digital competence of teachers is a key aspect for education in the current socio digital context [21], so it is essential for teachers to have these kinds of competences [22]. According to [23] referring to the fundamental competences declared by UNESCO, digital competence is fundamental, and [24] refer to it as the most important competence for the 21st century. It involves the critical and confident use of information society technologies [25]. ...
... Analysis includes, for example, flipped learning 12 [65][66][67][68][69][70][71][72][73][74][75][76] Assessment of teachers' digital competence: Assessing teachers' digital competence in a specific context. 35 [24,36,43,63, In the same vein, the type of study approach was identified in the methodology (Table 8), with quantitative studies being the most common, which is not surprising given that the main use for competence frameworks is the development of digital competence assessment processes and the characterization of populations through statistical data. In the Table 6 are the eight-framework identified; this described-a few dimensions or areas that analyze the digital competences and the number of items that in total evaluate, each area/dimension have some items. ...
The COVID-19 pandemic changed the way education was conducted, not only at the timewhen the face-to-face model was replaced by virtuality but also in the period of return to normalitybecause the digital skills of teachers are not the same as before. Digital competency frameworksallow for assessment and comparisons between individuals and over time, so they can be used tounderstand the transformation that may have occurred in teachers’ digital competencies followingthe pandemic. This systematic literature review analyzes the competency frameworks that have beenused in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as aninput on which to build a tool to assess digital competencies. The review was done following thepathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there isno consensus or unification of the frameworks, and that there are five purposes in the research beingconducted on digital competencies with publications concentrated on two of them. Interest on digitalcompetence frameworks increased substantially in 2020
(PDF) ijerph-19-16828 (4). Available from: https://www.researchgate.net/publication/366603695_ijerph-19-16828_4 [accessed Dec 26 2022].
