Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities
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| Title: | Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities |
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| Language: | English |
| Authors: | Cabero-Almenara, Julio (ORCID |
| Source: | Journal of New Approaches in Educational Research. 2023 12(2):276-291. |
| Availability: | University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Technological Literacy, Competence, College Faculty, Electronic Learning, Knowledge Level, Teacher Attitudes, Teacher Education, Information Technology, Teacher Characteristics |
| Geographic Terms: | Peru, Dominican Republic, Mexico, Chile, Ecuador |
| ISSN: | 2254-7339 |
| Abstract: | The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1396850 |
| Database: | ERIC |
| Abstract: | The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area. |
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| ISSN: | 2254-7339 |
