Métricas alternativas
Metrics
Keywords
docentes
educación de adultos
educación permanente
TIC digital competence
teachers
adult education
lifelong learning
ICT
How to Cite
Abstract
This research aims to study the digital teaching competence of a sample of adult education teachers in a Spanish context. To this end, a cross-sectional, quantitative and descriptive study was carried out with a sample of 140 teachers from Andalusia (Spain). The statistical analyses carried out determine that the level of competence is around intermediate levels, especially with regard to skills for communicating and collaborating with others; and low in the remaining areas of competence, especially with regard to the resolution of technical problems. Similarly, the professional category, previous ICT training, level of studies and age are variables that influence the greater or lesser development of digital teaching competence.
References
Allmendinger, J., Kleinert, C., Pollak, R., Vicari, B., Wölfel, O., Althaber, A., & Künster, R. (2019). Adult Education and Lifelong Learning. In Education as a Lifelong Process (pp. 325-346). Springer
Arranz, F. G., Blanco, S. R. & Ruiz, F. J. (2017). Digital skills before the advent of the fourth industrial revolution. Estudos em Comunicaçao, 1(25), 1-11. https://doi.org/10.20287/ec.n25.v1.a01
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B. (2019). A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education, 134, 31-40. https://doi.org/10.1016/j.compedu.2019.01.016
Blaschke, L. M. (2021). The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. British Journal of Educational Technology, 1-17. https://doi.org/10.1111/bjet.13105
Brown, M., McCormack, M., Reeves, J., Brooks, D. C., Grajek, S., with Alexander, B., Bali, M., Bulger, S., Dark, S., Engelbert, N., Gannon, K., Gauthier, A., Gibson, D., Gibson, R., Lundin, B., Veletsianos, G., & Weber, N. (2020). 2020 EDUCAUSE horizon report: Teaching and learning edition. EDUCAUSE. https://www.educause.edu/horizon-report-2020
Cabero-Almenara, J. (2020). Aprendiendo del tiempo de la COVID-19. Revista Electrónica Educare, 24, 4-6.
Cabero-Almenara, J., & Llorente-Cejudo, C. (2020). Covid-19: transformación radical de la digitalización en las instituciones universitarias. Campus Virtuales, 9(2), 25-34.
Cabero-Almenara, J., & Valencia, R. (2021). Y el COVID-19 transformó al sistema educativo: reflexiones y experiencias por aprender. International Journal of educational research and innovation, 15, 218-228. https://doi.org/10.46661/ijeri.5246
Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluation of Teacher Digital Competence Frameworks Through Expert Judgement: the Use of the Expert Competence Coefficient. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 275-293.
Casal, L., Barreira, E. M., Mariño, R., & García, B. (2021). Competencia Digital Docente del profesorado de FP de Galicia. Pixel-Bit, Revista de Medios y Educación, (61), 165-196. https://doi.org/10.12795/pixelbit.87192
Cappuccio, G., Compagno, G., & Pedone, F. (2016). Digital competence for the improvement of special education teaching. Journal of E-Learning and Knowledge Society, 12(4), 93-108. https://doi.org/10.20368/1971-8829/1134
Colás-Bravo, P., Conde-Jiménez, J., & Reyes-de-Cózar, S. (2019). El desarrollo de la competencia digital docente desde un enfoque sociocultural. Comunicar, 61, 21-32. https://doi.org/10.3916/C61-2019-02
Del Prete, A., & Cabero, J. (2020). El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: un análisis de género. Revista de Educación a Distancia (RED), 20(62), 1-20. https://doi.org/10.6018/red.400061
Ehlers, U.-D., & Kellermann, S. A. (2019). Future skills: The future of learning and higher education. Results of the International Future Skills Delphi Survey. Baden-Wurttemberg Cooperative State University.
Elayyan, S. (2021). The future of education according to the fourth industrial revolution. Journal of Educational Technology and Online Learning, 4(1), 23-30.
Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Guitert, M., Romeu, T., & Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56(1), 133-149. https://doi.org/10.1111/ejed.12430
Gutiérrez-Castillo, J.J., & Cabero-Almenara , J. (2016). Estudio de caso sobre la autopercepción de la competencia digital del estudiante universitario de las titulaciones de grado de educación infantil y primaria. Profesorado: Revista de currículum y formación del profesorado, 20(2), 180-199.
Halász, G., & Michel, A. (2011). Key Competences in Europe: interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247. https://doi.org/10.1016/j.compedu.2012.11.015
Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: a multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220-231. https://doi.org/10.1111/jcal.12065
Hernández, R., Fernández, C., & Baptista, P. (2016). Metodología de la Investigación (6ª Ed.). MC Graw Hill Education.
Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2019). Flipped Classroom Method for the Teacher Training for Secondary Education: A Case Study in the University of Granada, Spain. International Journal of Emerging Technologies in Learning, 14(11) 1-7. https://doi.org/10.3991/ijet.v14i11.9853
Ilina, I., Grigoryeva, Z., Kokorev, A. Ibrayeva, L., & Bizhanova, K. (2019). Digital literacy of the teacher as a basis for the creation of a unified information educational space. International Journal of Civil Engineering and Technology, 10(1), 1686-1693.
Johannesen, M., Øgrim, L., & Giæver, T. H. (2014). Notion in motion: Teachers’ digital competence. Nordic Journal of Digital Literacy, 9(4), 300-312. https://doi.org/10.18261/issn1891-943x-2014-04-05
Kalolo, J. F. (2019). Digital revolution and its impact on education systems in developing countries. Education and Information Technologies, 24(1), 345-358. https://doi.org/10.1007/s10639-018-9778-3
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?. Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
Mariscal, J., Mayne, G., Aneja, U., & Sorgner, A. (2019). Bridging the gender digital gap. Economics: The Open-Access, Open-Assessment E-Journal, 13(2019-9), 1-12. https://doi.org/10.5018/economics-ejournal.ja.2019-9
Martínez-Garcées, J., & Garcés-Fuenmayor, J. (2020). Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19. Educación y Humanismo, 22(39), 1-16. https://doi.org/10.17081/eduhum.22.39.4114
Mihelj, S., Leguina, A., & Downey, J. (2019). Culture is digital: Cultural participation, diversity and the digital divide. New Media & Society, 21(7), 1465-1485. https://doi.org/10.1177/1461444818822816
Moreno-Guerrero, A.J., Fernández, M.A., & Alonso, S. (2019). Influencia del género en la competencia digital docente. Revista Espacios, 40(41).
Moreno-Guerrero, A. J., Rodríguez-García, A. M., Rodríguez, C., & Ramos, M. (2021). Competencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria. Revista Fuentes, 23(1), 108-124. https://doi.org/10.12795/revistafuentes.2021.v23.i1.12050
Pozo, S., López, J., Fernández, M., & López, J.A. (2020). Análisis correlacional de los factores incidents en el nivel de competencia digital del profesorado. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(1), 143-159. https://doi.org/10.6018/reifop.396741
Pozo-Sánchez, S., López-Belmonte, J., Rodríguez-García, A. M., & López-Núñez, J. A. (2020). Teachers’ digital competence in using and analytically managing information in flipped learning (Competencia digital docente para el uso y gestión analítica informacional del aprendizaje invertido). Culture and Education, 32(2), 213-241. https://doi.org/10.1080/11356405.2020.1741876
Rodríguez-García, A. M., Fuentes, A., & Moreno, A. J. (2019). Competencia digital docente para la búsqueda, selección, evaluación y almacenamiento de la información. Revista Interuniversitaria de Formación del Profesorado, 33(3), 235-250.
Rodríguez-García, A.M., Martínez, N., & Raso, F. (2017). La formación del profesorado en competencia digital: clave para la educación del siglo XXI. Revista Internacional de Didáctica y Organización Educativa, 3(2), 46-65.
Rodríguez-García, A. M., Raso, F., & Ruiz-Palmero, J. (2019a). Competencia digital, educación superior y formación del profesorado: un estudio de meta-análisis en la Web Of Science. Píxel-Bit. Revista de Medios y Educación, (54), 65-82. https://doi.org/10.12795/pixelbit.2019.i54.04
Rodríguez-García, A. M., Trujillo, J. M., &Sánchez, J. (2019b). Impacto de la productividad científica sobre competencia digital de los futuros docentes: Aproximación bibliométrica en scopus y web of science. Revista Complutense de Educación, 30(2), 623-646. https://doi.org/10.5209/rced.58862
Rolf, E., Knutsson, O., & Ramberg, R. (2019). An analysis of digital competence as expressed in design patterns for technology use in teaching. British Journal of Educational Technology. 50(6), 1-15. https://doi.org/10.1111/bjet.12739
Rosi, A. S., & Barajas, M. (2018). Digital competence and educational innovation: Challenges and opportunities. Profesorado, 22(3), 317-339. https://doi.org/10.30827/profesorado.v22i3.8004
Serafín, Č., Depesova, J., & Banesz, G. (2019). Understanding digital competences of teachers in Czech Republic. European Journal of Science and Theology, 15(1), 125-132.
Shonfeld, M., Cotnam-Kappel, M., Judge, M., Ng, C. Y., Ntebutse, J. G., Williamson-Leadley, S., & Yildiz, M. N. (2021). Learning in digital environments: a model for cross-cultural alignment. Educational Technology Research and Development, 1-20. https://doi.org/10.1007/s11423-021-09967-6
Spiteri, M., & Rundgren, S. N. C. (2018). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning, 25(1) 1-14. https://doi.org/10.1007/s10758-018-9376-x
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2021 Pixel-Bit. Media and Education Journal