Preprint Article Version 2 This version is not peer-reviewed

Development of the Digital Competence in Secondary Education Teachers’ Training

Version 1 : Received: 13 June 2018 / Approved: 19 June 2018 / Online: 19 June 2018 (09:23:56 CEST)
Version 2 : Received: 19 July 2018 / Approved: 20 July 2018 / Online: 20 July 2018 (05:43:03 CEST)

A peer-reviewed article of this Preprint also exists.

Napal Fraile, M.; Peñalva-Vélez, A.; Mendióroz Lacambra, A.M. Development of Digital Competence in Secondary Education Teachers’ Training. Educ. Sci. 2018, 8, 104. Napal Fraile, M.; Peñalva-Vélez, A.; Mendióroz Lacambra, A.M. Development of Digital Competence in Secondary Education Teachers’ Training. Educ. Sci. 2018, 8, 104.

Journal reference: Educ. Sci. 2018, 8, 104
DOI: 10.3390/educsci8030104

Abstract

Digital competence is one of the 8 key competences for life-long learning developed by the European Commission, and is requisite for personal fulfilment and development, active citizenship, social inclusion and employment in the knowledge society. To accompany young learners in the development of the competence, and to guarantee optimal implementation of ICTs, it is necessary that teachers are, in turn, literate. We had 43 Secondary School teachers in initial training to assess their own level of competence in the 21 sub-competences in 5 areas identified by the DIGCOMP project, using the rubrics provided in the Common Framework for Digital Competence of Teachers (Spanish Ministry of Education). Overall, pre-service teachers' conceptions about their level of Digital Competence was low (Initial). Students scored highest in Information, which refers mostly to the operations they performed while being students. Secondly, in Safety and Communication, excluding Protection of Digital Data and Preservation of the Digital Identity. Lowest values were achieved in Content Creation and Problem Solving, the dimensions most closely related with the inclusion of ICTs to transform teaching-learning processes. The knowledge or skills they exhibit are largely self-taught and, so, we perceive an urgent need to purposefully incorporate relational and didactic aspects of ICT integration.

Subject Areas

common framework for digital competence of teachers; digital competence; digital communication; digital content creation; informational literacy; problem solving; safety; teacher training

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