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| Format: | Artículo científico |
| Language: | en |
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Universidade Federal de Minas Gerais
2021
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| Online Access: | https://www.redalyc.org/articulo.oa?id=577166257002 https://www.redalyc.org/journal/5771/577166257002/ https://www.redalyc.org/journal/5771/577166257002/html/ https://www.redalyc.org/journal/5771/577166257002/577166257002.epub https://www.redalyc.org/journal/5771/577166257002/movil https://doi.org/10.35699/1983-3652.2021.25740 |
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| _version_ | 1866815171915153408 |
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| author | Julio Cabero-Almenara |
| author_facet | Julio Cabero-Almenara |
| contents | Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment Julio Cabero-Almenara Juan Jesús Gutiérrez-Castillo Antonio Palacios-Rodríguez Julio Barroso-Osuna Multidisciplinarias (Ciencias, Ciencias Sociales, Artes y Humanidades) Delphi DigCompEdu Evaluation Teaching digital competence Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compareand evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carryout a theoretical reflection on said frameworks and a subsequent Delphi study with the cofficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC≥0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented. 2021 artículo científico 1983-3652 https://www.redalyc.org/articulo.oa?id=577166257002 https://www.redalyc.org/journal/5771/577166257002/ https://www.redalyc.org/journal/5771/577166257002/html/ https://www.redalyc.org/journal/5771/577166257002/577166257002.epub https://www.redalyc.org/journal/5771/577166257002/movil https://doi.org/10.35699/1983-3652.2021.25740 en http://www.redalyc.org/revista.oa?id=5771 Texto Livre: Linguagem e Tecnologia application/pdf Universidade Federal de Minas Gerais Texto Livre: Linguagem e Tecnologia (Brasil) Num.1 Vol.14 |
| format | Artículo científico |
| id | redalyc_577166257002 |
| language | en |
| publishDate | 2021 |
| publisher | Universidade Federal de Minas Gerais |
| spellingShingle | Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment Julio Cabero-Almenara Multidisciplinarias (Ciencias, Ciencias Sociales, Artes y Humanidades) Delphi DigCompEdu Evaluation Teaching digital competence Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment Julio Cabero-Almenara Juan Jesús Gutiérrez-Castillo Antonio Palacios-Rodríguez Julio Barroso-Osuna Multidisciplinarias (Ciencias, Ciencias Sociales, Artes y Humanidades) Delphi DigCompEdu Evaluation Teaching digital competence Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compareand evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carryout a theoretical reflection on said frameworks and a subsequent Delphi study with the cofficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC≥0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented. 2021 artículo científico 1983-3652 https://www.redalyc.org/articulo.oa?id=577166257002 https://www.redalyc.org/journal/5771/577166257002/ https://www.redalyc.org/journal/5771/577166257002/html/ https://www.redalyc.org/journal/5771/577166257002/577166257002.epub https://www.redalyc.org/journal/5771/577166257002/movil https://doi.org/10.35699/1983-3652.2021.25740 en http://www.redalyc.org/revista.oa?id=5771 Texto Livre: Linguagem e Tecnologia application/pdf Universidade Federal de Minas Gerais Texto Livre: Linguagem e Tecnologia (Brasil) Num.1 Vol.14 |
| title | Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment |
| topic | Multidisciplinarias (Ciencias, Ciencias Sociales, Artes y Humanidades) Delphi DigCompEdu Evaluation Teaching digital competence |
| url | https://www.redalyc.org/articulo.oa?id=577166257002 https://www.redalyc.org/journal/5771/577166257002/ https://www.redalyc.org/journal/5771/577166257002/html/ https://www.redalyc.org/journal/5771/577166257002/577166257002.epub https://www.redalyc.org/journal/5771/577166257002/movil https://doi.org/10.35699/1983-3652.2021.25740 |