Digital competence and digital literacy are concepts that are increasingly used in public discourse However, how the concepts are used and how they are defined remains unclear This paper presents

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Digital competence and digital literacy in higher education research: Systematic review of concept use

The presence of technological resources in schools and the high performance of socalled «Technology Generation» or «Generation Z» students are not enough to develop students' digital competence. The primary key is determined by the technological and pedagogical skills of teachers. In this paper, we intend to analyze the level of ICT skills of teachers in primary and secondary establishing a competency framework adapted to the Spanish educational environment, using as a basis the standards established by UNESCO in 2008 and reformulated in the year 2011. For this purpose, a questionnaire was done to show the profile of ICT teacher training faculty of the sample (80 schools and 1,433 teachers in the Community of Madrid) to study the characteristics of better trained for the development of teachers was conducted Digital jurisdiction under the Ministry of Education of Spain. The study results show a significant difference between optimal ICT skills and the low skills that teachers really have to develop learning activities with technological tools for their students. Teachers’ digital skills are very important in the development of learning processes to introduce technologies as tools in the service of education, and this study will allow us to make decisions in policy formation and throughout early career teachers.

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Los docentes de la Generación Z y sus competencias digitales.

Este articulo es una reflexiin sobre la investigacion educativa, con enfasis sobre desarrollos epistemologicos, modelos y enfoques de referentes educativos de orden cualitativo y cuantitativo.

La investigación educativa

In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.

Digital competence in higher education research: A systematic literature review

The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Pre-school, Primary and Secondary Education, Professional Training, and Higher Education) obtaining a total of 4586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in their training in digital skills, which has made them perceive a higher workload during the lockdown along with negative emotions. Another finding is the existing digital divide between teachers based on their gender, age, and type of school. A further worrying result is the lower technological competence at lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice, and the resilience of the educational system, which align with some of the Sustainable Development Goals.

https://www.mdpi.com/2071-1050/12/23/10128/pdf

Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages

This article presents an analysis of the current situation of Spanish universities and their technological infrastructure. This analysis is the first step to reflect on the situation of university teachers. We focus on teachers' professional competence in order to revise their teaching competence, which will allow us to examine different models of teaching digital competence at university. This systematic review is useful when presenting our own proposal. After collecting data on all the dimensions described in previous models, we build a new model based on five dimensions (technical, information and communication, educational, self-reflection, and social and ethical) and three fields of application (teaching, research, and management). This new model may be a useful tool for future empirical research while it may promote critical reflection.

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Competencia digital: una necesidad del profesorado universitario en el siglo XXI

In this article we describe and present the results of our research “ICT Competences to teach in public universities: indicators and proposals to define good practices”, founded by the Ministry of Education (project reference: EA2009-0133). The project was directed by M.Paz Prendes Espinosa, teacher in the University of Murcia (Spain).
Quality evaluation of teaching in Spain needs an important effort to unify criteria and quality indicators refered to objective aspects and also refered to subjective aspects that could be evaluated. In this field of research we are based on the idea of ICT as a basic competence of teachers to develop their work.
About the method, in the first phase of the research we search and analyse the indicators about technological competence of tearches, both spanish and international institutions. These lists of indicators were analyzed by experts and then clasified into categories. We constructed a theoretical model about ICT competence in high level including competences about administration, teaching and researching. Based on this model we design a questionnaire for university teachers that was answered on line. Whit this survey we have obtained a wide and comprehensive description of the state of the art about ICT competences in university teachers.

Competencias tecnológicas del profesorado en las Universidades españolas

Las competencias tecnologicas de los maestros son un elemento basico de sus planes de formacion en Espana En este articulo se presenta un analisis de las competencias para el uso de TIC por parte de estudiantes de ultimo curso de la titulacion de Magisterio de la Universidad de Murcia en el curso 2008-09 El objetivo ha sido describir el grado de competencias tecnicas que poseen los futuros maestros El analisis de los datos se ha realizado desde un enfoque tridimensional, pues en primer lugar se han considerado aspectos del dominio tecnico; en segundo lugar se ofrece una vision de como se encuentra dicha competencia en los estudiantes; y por ultimo –y probablemente lo mas relevante–, se considera cual es el estado de competencia tecnica para el uso de las TIC que tienen los docentes de futura incorporacion a nuestra aulas Este analisis permite no solo evaluarles como estudiantes, profesionales y docentes que usan las TIC, sino que permite tener una idea de si el paso por una institucion universitaria supone la garantia de tener unos minimos conocimientos en esta area que sean de utilidad a la hora de incorporarse como profesionales, docentes y aprendices del nuevo entorno tecno-social, es decir, permite una aproximacion a la evaluacion de las competencias TIC que son no solo propias de este titulo de Grado, sino tambien son competencias genericas de la Universidad de Murcia

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Competencias para el uso de TIC de los futuros maestros

Competencias para el uso de TIC de los futuros maestros ICT Competences of Future Teachers

La competencia digital o competencia TIC es un concepto que en el ultimo lustro ha marcado una linea de investigacion de gran relevancia en el ambito de la Tecnologia Educativa, tanto referido al profesorado como a otros agentes educativos o sociales. La perspectiva desde la cual abordamos el estudio de la competencia digital del profesorado parte de la idea de que esta competencia forma parte de la competencia profesional de los docentes de cualquier nivel de ensenanza. En este articulo realizamos una investigacion basada en una revision documental articulada en dos fases: 1) analisis conceptual de las aportaciones mas relevantes del ultimo lustro en torno a la competencia digital; y 2) a partir de este analisis, realizamos en una segunda fase un estudio descriptivo y comparativo de los diversos modelos de competencia digital del profesorado universitario. Este analisis pone de manifiesto que todos los modelos analizados muestran dimensiones y elementos comunes, pero tambien algunas particularidades que resultan de interes a la hora de abordar futuras investigaciones sobre el tema. Ademas nos servira como punto de partida para una investigacion en torno a la certificacion de competencias TIC del profesorado universitario que actualmente estamos desarrollando desde el Grupo de Investigacion de Tecnologia Educativa de la Universidad de Murcia.AbstractDigital competence or ICT competence is a concept that has defined a research line of great relevance in the last five years in the field of Educational Technology, related to both teachers and any other social or educational agent. Our approach is based on the idea that digital competence is part of teachers' professional competence in every educational system level. This article presents a documental research in two phases: 1) first we focus on the conceptual analysis of the most relevant studies around digital competence and 2) based on this previous analysis, a descriptive and comparative analysis of different digital competence models of university teacher is performed in a second phase. This analysis shows that all of these models have dimensions and common elements, but also some special features that are of interest in dealing with research on the subject. In addition, this study will serve as a starting point for our research about the certification of ICT skills of university teacher. This Research is being carried out by the Research Group of Educational Technology of the University of Murcia.

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Isabel Gutiérrez Porlán

Papers

Competencia digital: una necesidad del profesorado universitario en el siglo XXI

Competencias tecnológicas del profesorado en las Universidades españolas

Competencias para el uso de TIC de los futuros maestros

Competencias para el uso de TIC de los futuros maestros ICT Competences of Future Teachers

Análisis conceptual de modelos de competencia digital del profesorado universitario