Teaching in the Digital Galaxy: Study of Spanish Non-University Faculty According to the Common Framework for Teaching Digital Competence

AUTHORS

Palacios-Rodríguez Antonio,Universidad de Sevilla, Sevilla, Spain
Martín-Párraga Lorena,Universidad de Sevilla, Sevilla, Spain

ABSTRACT

New advances in technologies make up one of the main premises of the 21st century. Studies carried out highlight the importance of making good use of this type of technology to obtain positive results in its application. In the educational field, the need to possess skills that guarantee correct and effective use is emphasized. Due to these demands, the present work was born: the study of teaching competence, according to the Spanish Common Framework of Reference for Teaching Digital Competence, to solve the existing problems among teachers of different educational stages within the competence area of innovation and use of the digital technology. In it, the knowledge and use of these digital resources are shown, as well as the online teacher training and the innovation projects carried out. For this, a descriptive study was carried out on 233 non-university faculty submitted to a self-assessment questionnaire. The results show that the majority has a basic-intermediate level in the knowledge and use of classical technological resources and spaces. It is relevant as these present certain difficulties in more complex tasks. Due to this, it is proposed to start different lines of research, according to the training needs in Information and Communication Technology (ICT).

 

KEYWORDS

Digital teaching competence, Digital competence, Teaching training, Non-university education, Information and Communication Technology (ICT)

REFERENCES

[1]     J. Pérez, T. Tapio, V. Jose, M. Pérez, and T. Varis, TT, “Media literacy and new humanism,” UNESCO Institute for Information Technologies in Education, (2010)
[2]     K. Mills, “A review of the “digital turn” in the new literacy studies,” Review of Educational Research, vol.80, no.2, pp.246-271, (2010) DOI: 10.3102/0034654310364401(CrossRef)(Google Scholar)
[3]     R. Barragán-Sánchez, C. Corujo-Vélez, A. Palacios-Rodríguez and P. Román-Graván, “Teaching digital competence and eco-responsible use of technologies: Development and validation of a scale,” Sustainability, vol. 12, no.18, pp.7721, (2020) DOI: 10.3390/su12187721(CrossRef)(Google Scholar)
[4]     R. Romero-Tena, R. Barragán-Sánchez, C. Llorente-Cejudo and A. Palacios-Rodríguez, “The challenge of initial training for early childhood teachers. A cross-sectional study of their digital competencies,” Sustainability, vol.12, no.11, pp.4782, (2020) DOI: 10.3390/su12114782(CrossRef)(Google Scholar)
[5]     Council of the European Union, “Table conclusions. Brussels European council of march 20 and 21, 2003,” Brussels, Publications Office of the European Union, (2003)
[6]     Commission of the European Communities, “Education and training 2010. Reforms are urgently needed to successfully complete the Lisbon strategy,” Lisbon, Publications Office of the European Union, (2003)
[7]     Council of the European Union, “Recommendation of the European parliament and of the council of 18 December 2006 on key competences for lifelong learning,” Brussels, Official Journal of the European Union, (2006)
[8]     Council of the European Union, “Council recommendation of 22 may 2018 on key competences for lifelong learning,” Brussels, Official Journal of the European Union, (2018)
[9]     J. Cabero-Almenara and A. Palacios-Rodríguez, “European framework for digital teaching competence «DigCompEdu». Translation and adaptation of the «DigCompEdu check-in» questionnaire,” Edmetic, vol.9, no.1, pp.213-234, (2020), DOI:10.21071/edmetic.v9i1.12462(CrossRef)(Google Scholar)
[10]  J. Cabero-Almenara, J. Barroso-Osuna, A. Palacios-Rodríguez, A. and C. Llorente-Cejudo, “Digital competences frameworks for university teachers: Their evaluation through the expert competence coefficient,” Interuniversity Electronic Journal of Teacher Training, vol.23, no.2, (2020), DOI: 10.6018/reifop.413601(CrossRef)(Google Scholar)
[11]  E. Porat, I. Blau, I. and A. Barak, “Measuring digital literacies: Junior high school students' perceived competencies versus actual performance,” Computers & Education, vol.126, no.2, pp.23-36, (2018), DOI: 10.1016/J.COMPEDU.2018.06.030(CrossRef)(Google Scholar)
[12]  S. Kluzer, L. Pujol Priego, S. Carretero, Y. Punie, R. Vuorikari and M. Cabrera, “DigComp into action, get inspired make it happen a user guide to the European digital competence framework,” Seville, JRC, (2018)
[13]  A. Ruiz Cabezas, M. Medina Domínguez, E. Pérez Navío and A. Medina Rivilla, “University teachers' training: The digital competence,” Pixel-Bit. Media and Education Magazine, vol.58, pp.181-215, (2020) DOI: 10.12795/pixelbit.74676(CrossRef)(Google Scholar)
[14]  European Commission, “A new concept of education: Investing in skills to achieve better socio-economic results,” Brussels, Publications Office of the European Union, (2012)
[15]  O. Hatlevik, I. Throndsen, M. Loi and G. Gudmundsdottir, “Students' ICT self-efficacy and computer and information literacy: Determinants and relationships,” Computers & Education, vol.118, pp.107-119, (2018) DOI: 10.1016/J.COMPEDU.2017.11.011(CrossRef)(Google Scholar)
[16]  R. Roig-Vila, S. Mengual-Andrés and P. Quinto-Medrano, “Technological, pedagogical and disciplinary knowledge of Primary school teachers,” Comunicar, vol.45, no 23, pp.151-159, (2015) DOI: 10.3916/C45-2015-16(CrossRef)(Google Scholar)
[17]  J. Salinas, “Teaching innovation and use of ICT in university teaching,” University and Knowledge Society Magazine, vol.1, no.1, pp.1-16, (2004)
[18]  INTEF, “Common framework for teaching digital competence,” Madrid, National Institute of Educational Technologies and Teacher Training, (2017)
[19]  J. Cabero-Almenara, R. Romero-Tena and A. Palacios-Rodríguez, “Evaluation of teacher digital competence frameworks through expert judgment: The use of the expert competence coefficient,” Journal of New Approaches in Educational Research, vol.9, no.2, pp.275-293, (2020) DOI: 10.7821/naer.2020.7.578(CrossRef)(Google Scholar)
[20]  J. Cabero-Almenara, R. Romero-Tena, J. Barroso-Osuna, and A. Palacios-Rodríguez, “Teaching digital skills frameworks and their adaptation to university and non-university teaching staff,” Caribbean Journal of Educational Research (RECIE), vol.4, no.2, pp.137-158, (2020) DOI: 10.32541/recie.2020.v4i2.pp137-158(CrossRef)(Google Scholar)
[21]  J. Barroso-Osuna, “Teacher training in ICT: TPACK model”, Seville, Seville University, (2014)
[22]  D. Bullock, “Moving from theory to practice: An examination of the factors that preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences,” Journal of Technology and Teacher Education, vol.12, no.2, pp.211-237, (2004)
[23]  E. Ferrero de Lucas and I. Cantón Mayo, “Perception about the influence of ICT tools on knowledge management processes in grade of primary education,” Pixel-Bit. Media and Education Magazine, vol.59, pp.65-96, (2020) DOI: 10.12795/pixelbit.75070(CrossRef)(Google Scholar)
[24]  F. Recio Muñoz, J. Silva Quiroz, and N. Abricot Marchant, “Analysis of digital competence in the initial training of university students: A meta-analysis study in the web of science”, Pixel-Bit. Media and Education Magazine, vol.59, pp.125-146, (2020) DOI: 10.12795/pixelbit.77759(CrossRef)(Google Scholar)
[25]  A. Ruiz Mezcua, “Digital competence and ICTs in interpretation: «renew or die»”. EDMETIC, vol.8, no.1, pp.55-71, (2019), DOI: 10.21071/edmetic.v8i1.11062(CrossRef)(Google Scholar)

CITATION

  • APA:
    Antonio,P.R.& Lorena,M.P.(2020). Teaching in the Digital Galaxy: Study of Spanish Non-University Faculty According to the Common Framework for Teaching Digital Competence. Asia-Pacific Journal of Educational Management Research, 5(3), 21-32. 10.21742/AJEMR.2020.5.3.02
  • Harvard:
    Antonio,P.R., Lorena,M.P.(2020). "Teaching in the Digital Galaxy: Study of Spanish Non-University Faculty According to the Common Framework for Teaching Digital Competence". Asia-Pacific Journal of Educational Management Research, 5(3), pp.21-32. doi:10.21742/AJEMR.2020.5.3.02
  • IEEE:
    [1] P.R.Antonio, M.P.Lorena, "Teaching in the Digital Galaxy: Study of Spanish Non-University Faculty According to the Common Framework for Teaching Digital Competence". Asia-Pacific Journal of Educational Management Research, vol.5, no.3, pp.21-32, Dec. 2020
  • MLA:
    Antonio Palacios-Rodríguez and Lorena Martín-Párraga. "Teaching in the Digital Galaxy: Study of Spanish Non-University Faculty According to the Common Framework for Teaching Digital Competence". Asia-Pacific Journal of Educational Management Research, vol.5, no.3, Dec. 2020, pp.21-32, doi:10.21742/AJEMR.2020.5.3.02

ISSUE INFO

  • Volume 5, No. 3, 2020
  • ISSN(p):2207-5380
  • ISSN(e):2207-290X
  • Published:Dec. 2020

DOWNLOAD