Assessment of Digital Teaching Competence: Instruments, results and proposals. Systematic literature review
Fuente:
Redalyc
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | Artículo científico |
| Langue: | en |
| Publié: |
Universidad Nacional de Educación a Distancia
2023
|
| Sujets: | |
| Accès en ligne: | |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| _version_ | 1876453410160508928 |
|---|---|
| author | Rosa García-Ruiz |
| author_facet | Rosa García-Ruiz |
| contents | Assessment of Digital Teaching Competence: Instruments, results and proposals. Systematic literature review Rosa García-Ruiz Mariana Buenestado-Fernández Maria Soledad Ramírez-Montoya Educación technology teacher training educational research measurement instrument educational innovation Teaching digital competency challenges the professional field of teachers. It also is an identified problem in the research attempting to answer particular questions. Specifically, the evaluation of digital competency in teaching (DCT) is crucial for making decisions regarding teacher training and future lines of research. Taking this challenge as a focus, this article aims to provide an updated overview of the tools used in teachers’ digital competency evaluation processes. Our investigation focused on the research design, instruments, and analyses used, the results obtained after its application, and its implications. The study involved a systematic review of the literature, following the guidelines set out in the PRISMA declaration, analyzing a sample of 66 articles published between 2017 and February 2022 in journals indexed in the Web of Science and Scopus, in which the DCT was evaluated. The results showed medium and low levels of diagnosed DCT and offered evidence that assessing DCT improves its effectiveness. Likewise, the results showed that researchers worldwide follow the European DIGCOMPEDU framework and the Spanish framework proposed by INTEF. However, it is common for researchers to develop their instrument to assess DCT with a self- assessment questionnaire in most studies. However, many recommended complementing the DCT with other qualitative tools to assess its actual and perceived levels. The conclusions were that researchers agreed on two fundamental aspects: to increase teacher training in digital competency and to progress in research designs that allow verifying how the DCT level improves through training proposals contextualized in specific educational stages or types of teaching. 2023 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70675276013 https://www.redalyc.org/journal/706/70675276013/ https://www.redalyc.org/journal/706/70675276013/html/ https://www.redalyc.org/journal/706/70675276013/70675276013.epub https://www.redalyc.org/journal/706/70675276013/movil https://doi.org/10.5944/educxx1.33520 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.26 |
| format | Artículo científico |
| id | redalyc_70675276013 |
| institution | Redalyc |
| language | en |
| publishDate | 2023 |
| publisher | Universidad Nacional de Educación a Distancia |
| spellingShingle | Assessment of Digital Teaching Competence: Instruments, results and proposals. Systematic literature review Rosa García-Ruiz Educación technology teacher training educational research measurement instrument educational innovation Assessment of Digital Teaching Competence: Instruments, results and proposals. Systematic literature review Rosa García-Ruiz Mariana Buenestado-Fernández Maria Soledad Ramírez-Montoya Educación technology teacher training educational research measurement instrument educational innovation Teaching digital competency challenges the professional field of teachers. It also is an identified problem in the research attempting to answer particular questions. Specifically, the evaluation of digital competency in teaching (DCT) is crucial for making decisions regarding teacher training and future lines of research. Taking this challenge as a focus, this article aims to provide an updated overview of the tools used in teachers’ digital competency evaluation processes. Our investigation focused on the research design, instruments, and analyses used, the results obtained after its application, and its implications. The study involved a systematic review of the literature, following the guidelines set out in the PRISMA declaration, analyzing a sample of 66 articles published between 2017 and February 2022 in journals indexed in the Web of Science and Scopus, in which the DCT was evaluated. The results showed medium and low levels of diagnosed DCT and offered evidence that assessing DCT improves its effectiveness. Likewise, the results showed that researchers worldwide follow the European DIGCOMPEDU framework and the Spanish framework proposed by INTEF. However, it is common for researchers to develop their instrument to assess DCT with a self- assessment questionnaire in most studies. However, many recommended complementing the DCT with other qualitative tools to assess its actual and perceived levels. The conclusions were that researchers agreed on two fundamental aspects: to increase teacher training in digital competency and to progress in research designs that allow verifying how the DCT level improves through training proposals contextualized in specific educational stages or types of teaching. 2023 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70675276013 https://www.redalyc.org/journal/706/70675276013/ https://www.redalyc.org/journal/706/70675276013/html/ https://www.redalyc.org/journal/706/70675276013/70675276013.epub https://www.redalyc.org/journal/706/70675276013/movil https://doi.org/10.5944/educxx1.33520 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.26 |
| title | Assessment of Digital Teaching Competence: Instruments, results and proposals. Systematic literature review |
| topic | Educación technology teacher training educational research measurement instrument educational innovation |
| url | https://www.redalyc.org/articulo.oa?id=70675276013 https://www.redalyc.org/journal/706/70675276013/ https://www.redalyc.org/journal/706/70675276013/html/ https://www.redalyc.org/journal/706/70675276013/70675276013.epub https://www.redalyc.org/journal/706/70675276013/movil https://doi.org/10.5944/educxx1.33520 |