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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
Language: English
Authors: Cabero-Almenara, Julio (ORCID 0000-0002-1133-6031), Gutiérrez-Castillo, Juan-Jesús (ORCID 0000-0002-3215-8959), Barroso-Osuna, Julio (ORCID 0000-0003-0139-9140), Rodríguez-Palacios, Antonio (ORCID 0000-0002-0689-6317)
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
FullText Text:
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  Data: Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities
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  Data: <searchLink fieldCode="AR" term="%22Cabero-Almenara%2C+Julio%22">Cabero-Almenara, Julio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1133-6031">0000-0002-1133-6031</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gutiérrez-Castillo%2C+Juan-Jesús%22">Gutiérrez-Castillo, Juan-Jesús</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3215-8959">0000-0002-3215-8959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barroso-Osuna%2C+Julio%22">Barroso-Osuna, Julio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0139-9140">0000-0003-0139-9140</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodríguez-Palacios%2C+Antonio%22">Rodríguez-Palacios, Antonio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0689-6317">0000-0002-0689-6317</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+New+Approaches+in+Educational+Research%22"><i>Journal of New Approaches in Educational Research</i></searchLink>. 2023 12(2):276-291.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Peru%22">Peru</searchLink><br /><searchLink fieldCode="DE" term="%22Dominican+Republic%22">Dominican Republic</searchLink><br /><searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink><br /><searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink><br /><searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: 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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  Data: EJ1396850
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      – Text: English
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        PageCount: 16
        StartPage: 276
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Competence
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      – SubjectFull: College Faculty
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Education
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      – SubjectFull: Information Technology
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Peru
        Type: general
      – SubjectFull: Dominican Republic
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      – SubjectFull: Mexico
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      – SubjectFull: Chile
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      – SubjectFull: Ecuador
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      – TitleFull: Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities
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