Educative Technology and Measurement of Professional Digital Competence

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (15 September 2021) | Viewed by 61497

Special Issue Editors

Department of Didactics and School Organization, University of Malaga, 29016 Málaga, Spain
Interests: ICT; ICT resources; quantitative methodologies; new technologies applied to education
Departament of Educational Sciences, University of Zaragoza, Calle Pedro Cerbuna, 12, 50009 Zaragoza, Spain
Interests: transversal skills (soft skills); cooperative learning; innovation; active methodology
Department of Educational Sciences, University of Zaragoza, calle Valentín Carderera, 4, 22003 Huesca, Spain
Interests: educational innovation; active teaching–learning methodologies; quality education; inclusive education

Special Issue Information

Dear Colleagues,

With the global crisis due to COVID-19, it is impossible to question that the new information and communication technologies (ICT) have fully entered all spheres of our society to access information and constant change. In this hectic integration, the educational community has seen a great opportunity in the use and adaptation of ICT resources to improve the teaching and learning process of students.

ICT is a crucial factor for the development of generic skills that are being worked on in the curriculum. Consequently, teachers must have high digital training, as well as correct attitudes toward technologies. Examining the bibliography on digital competence, we can find that most studies focus on the competencies of the students, and less on the active teachers of the different educational stages (early childhood education, primary education, secondary education, and higher education).

For the measurement of teaching digital competence, different bodies and research groups—for example, the DigCompEdu framework (European framework for the digital competence of educators) proposed by the European Commission, the TPACK model by Mishra and Koehler, and the DICTE model (Pedagogical, Ethical, Attitudinal and Technical dimensions of Digital Competence in Teacher Education), or in the Spanish territory, the MCCDD (Common Framework for Teaching Digital Competence)—are proposing new models that try to delve into the different dimensions that a correct digital competence must have.

In addition to the challenge of creating valid and reliable instruments to measure digital competence, teachers have a double responsibility: On the one hand, they are obliged to improve their level of digital competence; and, on the other hand, they must contribute to promoting the development of the digital competence of their students through innovative methodological strategies.

Our purpose arises from the consideration of technology as permanent training throughout life. For this reason, we welcome studies that cover topics related to:

  • Construction of instruments for the measurement of teaching digital competence;
  • Teaching digital competence;
  • Integration of ICT in the classroom;
  • Use of digital educational resources;
  • Innovative methodologies through ICT resources;
  • Use of learning management systems (LMSs);
  • Research on the implementation of ICT in the classroom;
  • Attitude toward technology;
  • ICT and education.

Prof. Dr. Francisco D. Guillen-Gamez
Prof. Dr. Sandra Vázquez Toledo
Dr. Cecilia Latorre Cosculluela
Guest Editors

Manuscript Submission Information

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Keywords

  • ICT
  • digital competence
  • innovative education

Published Papers (10 papers)

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Research

16 pages, 310 KiB  
Article
Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective
by Sergio Cored Bandrés, Marta Liesa Orús, Sandra Vázquez Toledo, Cecilia Latorre Cosculluela and Silvia Anzano Oto
Educ. Sci. 2021, 11(12), 806; https://doi.org/10.3390/educsci11120806 - 13 Dec 2021
Cited by 8 | Viewed by 2695
Abstract
Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching–learning processes, which requires them [...] Read more.
Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching–learning processes, which requires them to be digitally competent. To analyse how gender relates to the level of competence of teachers, the types of ICT tools that they use, and their attitudes towards their implementation in teaching–learning processes, this quantitative research was carried out with the participation of 121 university teachers from the Autonomous Community of Aragon, all of them from the area of Social and Legal Sciences. The results show a differentiated profile between men and women in terms of their attitudes, beliefs, and self-perception regarding their management skills and effectiveness. Full article
16 pages, 1751 KiB  
Article
Declared and Real Level of Digital Skills of Future Teaching Staff
by Łukasz Tomczyk
Educ. Sci. 2021, 11(10), 619; https://doi.org/10.3390/educsci11100619 - 09 Oct 2021
Cited by 19 | Viewed by 5618
Abstract
Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to [...] Read more.
Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results. Full article
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23 pages, 2723 KiB  
Article
Educational Innovation in the Evaluation Processes within the Flipped and Blended Learning Models
by Monserrath Yangari and Esteban Inga
Educ. Sci. 2021, 11(9), 487; https://doi.org/10.3390/educsci11090487 - 31 Aug 2021
Cited by 17 | Viewed by 3556
Abstract
Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared [...] Read more.
Nowadays, several institutions and universities have employed Flipped and Blended Learning models in the educational context. Consequently, these models advance correctly in the classrooms; students become more able to build their knowledge and develop their skills with technological innovation that could be compared with studies based on technological achievements and accessible data Tics. Therefore, this article proposes educational innovation in the evaluation processes within the FL and BL learning models to ensure active and interactive education. In this work, a bibliometric analysis of 2000 scientific articles from the Web of Science and Scopus databases has been carried out, thus making it possible to identify countries and universities with constant and relevant use of these learning models, as well as a comparison with these databases of articles, citations and their global impact. On the other hand, a survey was conducted with 41 teachers of different subjects and 385 students from elementary school to high school using the Likert scale. The questions were represented in perception values with their respective analysis of results and evaluations about these learning models, technological resources, flexible curriculum, learning before class, autonomous learning, and future professional competencies, which will help us know the existing motivation between them. Full article
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25 pages, 1601 KiB  
Article
Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers’ Perspective
by Borja Aso, Iñaki Navarro-Neri, Silvia García-Ceballos and Pilar Rivero
Educ. Sci. 2021, 11(8), 405; https://doi.org/10.3390/educsci11080405 - 05 Aug 2021
Cited by 12 | Viewed by 2533
Abstract
As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 [...] Read more.
As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers’ perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers’ existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country’s rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices. Full article
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18 pages, 461 KiB  
Article
Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog
by Carmen Corujo-Vélez, Raquel Barragán-Sánchez, Carlos Hervás-Gómez and Antonio Palacios-Rodríguez
Educ. Sci. 2021, 11(8), 390; https://doi.org/10.3390/educsci11080390 - 29 Jul 2021
Cited by 8 | Viewed by 2570
Abstract
The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal [...] Read more.
The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted. Full article
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15 pages, 3557 KiB  
Article
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
by Maria Limniou, Tunde Varga-Atkins, Caroline Hands and Marie Elshamaa
Educ. Sci. 2021, 11(7), 361; https://doi.org/10.3390/educsci11070361 - 20 Jul 2021
Cited by 58 | Viewed by 23178
Abstract
During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on [...] Read more.
During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking. Full article
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26 pages, 1960 KiB  
Article
Working Methodology with Public Universities in Peru during the Pandemic—Continuity of Virtual/Online Teaching and Learning
by Ana María Martín-Cuadrado, Silvia Lavandera-Ponce, Begoña Mora-Jaureguialde, Cristina Sánchez-Romero and Lourdes Pérez-Sánchez
Educ. Sci. 2021, 11(7), 351; https://doi.org/10.3390/educsci11070351 - 14 Jul 2021
Cited by 12 | Viewed by 4838
Abstract
This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of [...] Read more.
This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback. Full article
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12 pages, 832 KiB  
Article
Technological Skills in Higher Education—Different Needs and Different Uses
by Ana Luísa Rodrigues, Luísa Cerdeira, Maria de Lourdes Machado-Taylor and Helena Alves
Educ. Sci. 2021, 11(7), 326; https://doi.org/10.3390/educsci11070326 - 30 Jun 2021
Cited by 20 | Viewed by 6061
Abstract
Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different [...] Read more.
Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning. Full article
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14 pages, 245 KiB  
Article
Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study
by Ivan Alberola-Mulet, Marcos Jesús Iglesias-Martínez and Inés Lozano-Cabezas
Educ. Sci. 2021, 11(5), 239; https://doi.org/10.3390/educsci11050239 - 17 May 2021
Cited by 21 | Viewed by 5238
Abstract
Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine [...] Read more.
Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process. Full article
14 pages, 1247 KiB  
Article
Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods
by Francisco D. Guillén-Gámez, María J. Mayorga-Fernández and José A. Contreras-Rosado
Educ. Sci. 2021, 11(3), 98; https://doi.org/10.3390/educsci11030098 - 02 Mar 2021
Cited by 23 | Viewed by 3408
Abstract
The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument [...] Read more.
The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient. Full article
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