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| Autores principales: | , |
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| Formato: | Preprint |
| Publicado: |
2024
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| Materias: | |
| Acceso en línea: | https://arxiv.org/abs/2411.02025 |
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| _version_ | 1866910683420950528 |
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| author | Michel, Christine Pierrot, Laëtitia |
| author_facet | Michel, Christine Pierrot, Laëtitia |
| contents | This article examines how models of teacher digital maturity can be combined to produce a unified version that can be used to design diagnostic tools and methods. 11 models applicable to the field of compulsory education were identified through a literature review. The models and how their constituent dimensions contribute to the determination of maturity levels were analyzed. The summary highlights the diversity of the dimensions used and the fact that digital maturity is only partially taken into account. What's more, most of these models focus on the most recent maturity levels associated with innovative or pioneering teachers. The models tend to exclude teachers who are not digital users or who have a low level of digital use, but who are present in the French context. In the final part of the article, a proposal for a unified model of teachers' digital maturity, MUME, which addresses these two issues, is described, together with the preliminary results of a study aimed at designing a diagnostic method. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2411_02025 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Towards the design of model-based means and methods to characterize and diagnose teachers' digital maturity Michel, Christine Pierrot, Laëtitia Computers and Society This article examines how models of teacher digital maturity can be combined to produce a unified version that can be used to design diagnostic tools and methods. 11 models applicable to the field of compulsory education were identified through a literature review. The models and how their constituent dimensions contribute to the determination of maturity levels were analyzed. The summary highlights the diversity of the dimensions used and the fact that digital maturity is only partially taken into account. What's more, most of these models focus on the most recent maturity levels associated with innovative or pioneering teachers. The models tend to exclude teachers who are not digital users or who have a low level of digital use, but who are present in the French context. In the final part of the article, a proposal for a unified model of teachers' digital maturity, MUME, which addresses these two issues, is described, together with the preliminary results of a study aimed at designing a diagnostic method. |
| title | Towards the design of model-based means and methods to characterize and diagnose teachers' digital maturity |
| topic | Computers and Society |
| url | https://arxiv.org/abs/2411.02025 |