Teacher's Digital Competencies. A Systematic Review in the Latin-American Context

Maria-Stefanie Vásquez, Rosabel Roig-Vila, Myriam Peñafiel

Abstract


Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.


Keywords


Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.

Full Text:

PDF

References


A. Azolay, "No Title," 2020. https://en.unesco.org/news/290-million-students-out-school-due-covid-19-unesco-releases-first-global-numbers-and-mobilizes.

N. L. Pereira, H. A. Ferenhof, and F. J. Spanhol, "Strategies for the management of digital competences in higher education: a review in the literature," Rev. Latinoam. Tecnol. Educ., vol. 18, no. 1, pp. 71–90, 2019, doi: 10.17398/1695-288X.18.1.71.

Consejo de la Unión Europea, "Council Recommendation of May 22nd, 2018, on key competences for lifelong learning.," Brussels, 2018.

UNESCO, “Estándares de competencia en TIC para docentes,†2008.

J. Cabero-Almenara and A. Palacios-Rodríguez, “Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In»,†Edmetic, vol. 9, no. 1, pp. 213–234, 2019, doi: 10.21071/edmetic.v9i1.12462.

J. Cabero Almenara, M. del C. Llorente Cejudo, and J. A. Morales Lozano, “Evaluación del desempeño docente en la formación virtual: ideas para la configuración de un modelo,†RIED. Rev. Iberoam. Educ. a Distancia, vol. 21, no. 1, p. 261, Jul. 2017, doi: 10.5944/ried.21.1.17206.

E. P. Navío, M. M. Domínguez, and J. C. Zagalaz, "Perception of the professional competences of last year's students of pre-primary education and primary education degrees and students of training teachers master," J. New Approaches Educ. Res., 2019, doi: 10.7821/naer.2019.1.344.

M. Spante, S. S. Hashemi, M. Lundin, and A. Algers, "Digital competence and digital literacy in higher education research: Systematic review of concept use," Cogent Educ., vol. 5, no. 1, pp. 1–21, 2018, doi: 10.1080/2331186X.2018.1519143.

K. Stopar and T. Bartol, "Digital competences, computer skills and information literacy in secondary education: mapping and visualization of trends and concepts," Scientometrics, vol. 118, no. 2, pp. 479–498, Feb. 2019, doi: 10.1007/s11192-018-2990-5.

UNESCO, "Digital skills for life and work Skills for Employment," 2017. Accessed: May 10th, 2020. [Online]. Available: https://www.skillsforemployment.org/KSP/en/Details/?dn=WCMSTEST4_193296.

E. van Laar, A. J. A. M. van Deursen, J. A. G. M. van Dijk, and J. de Haan, "The relation between 21st-century skills and digital skills: A systematic literature review," Comput. Human Behav., vol. 72, pp. 577–588, 2017, doi: 10.1016/j.chb.2017.03.010.

A. G. V. Muñoz-Repiso, S. C. Martín, and V. B. Gómez-Pablos, “Validation of an indicator model (INCODIES) for assessing student digital competence in basic education,†J. New Approaches Educ. Res., 2020, doi: 10.7821/naer.2020.1.459.

L. Castañeda, F. Esteve, and J. Adell, “Why rethinking teaching competence for the digital world?,†Revista de Educacion a Distancia. 2018, doi: 10.6018/red/56/6.

J. L. L. Cantabrana, M. U. Rodríguez, and M. G. Cervera, "Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers," J. New Approaches Educ. Res., 2019, doi: 10.7821/naer.2019.1.370.

A. Schleicher, "The Future of Education and Skills: Education 2030," OECD Educ. Work. Pap., 2018.

K. Petersen, R. Feldt, S. Mujtaba, and M. Mattsson, “Systematic mapping studies in software engineering,†2008.

B. A. Kitchenham, D. Budgen, and O. Pearl Brereton, "Using mapping studies as the basis for further research - A participant-observer case study," Inf. Softw. Technol., vol. 53, no. 6, pp. 638–651, 2011, doi: 10.1016/j.infsof.2010.12.011.

M. Peñafiel, R. Navarrete, M. Tenemaza, M. Vásquez, D. Vásquez, and S. Luján-Mora, "The Diffusion of News Applying Sentiment Analysis and Impact on Human Behavior Through Social Media," in Advances in Intelligent Systems and Computing, Jul. 2020, vol. 965, pp. 250–259, doi: 10.1007/978-3-030-20454-9_25.

R. Pérez, “Competencia Digital Docente en los Institutos Superiores de Formación de Maestros: Caso de República Dominicana,†Pixel-Bit. Rev. Medios y Educ., vol. 55, no. 1, pp. 75–94, 2019.

K. V. Pozos Pérez and J. Tejada Fernández, “Competencias Digitales en Docentes de Educación Superior: Niveles de Dominio y Necesidades Formativas,†Rev. Digit. Investig. en Docencia Univ., vol. 12, no. 2, pp. 59–87, 2018, doi: 10.19083/ridu.2018.712.

L. Levano-Francia, S. Sanchez Diaz, P. Guillén-Aparicio, S. Tello-Cabello, N. Herrera-Paico, and Z. Collantes-Inga, “Competencias digitales y educación,†Propósitos y Represent., vol. 7, no. 2, pp. 569–578, 2019, doi: 10.20511/pyr2019.v7n2.329.

A. M. V. Martín, G. H. O. Cazco, M. C. González, and F. M. Abad, “Digital competence of the University faculty: Case study of the Universidad nacional de Chimborazo,†ACM Int. Conf. Proceeding Ser., vol. 02-04-Nove, no. October 2017, pp. 147–154, 2016, doi: 10.1145/3012430.3012510.

K. Pozos, "Digital competence of higher education teachers for the knowledge society: a preliminary approach of a need assessment study in mexican universities - IATED Digital Library," in 6th International Conference of Education, Research and Innovation, 2013, pp. 5533–5543, Accessed: May 10th, 2020. [Online]. Available: https://library.iated.org/view/POZOSPEREZ2013DIG.

A. Rangel, “Propuesta De Un Perfil Digital Teaching Skills : a Profile,†Pixel-Bit. Rev. Medios y Educ., pp. 235–248, 2015, doi: http://dx.doi.org/10.12795/pixebil.2015.i46.15.

M. S. Prince Machado, G. C. Tenorio Sepúlveda, and M. S. Ramirez Montoya, “Educational innovation and digital competencies: the case of OER in a private Venezuelan university,†Int. J. Educ. Technol. High. Educ., vol. 13, no. 1, pp. 1–10, 2016, doi: 10.1186/s41239-016-0006-1.

J. Valverde-Berrocoso and J. Balladares, "Sociological approach to the use of b-learning in digital education of university teachers," Sophia, vol. 23, 2017, [Online]. Available: http://doi.org/.

M. C. R. A. Joly, B. D. Da Silva, and L. Da Silva Almeida, "Evaluation of teaching competencies for using digital technologies in communication and information ," Curriculo sem Front., vol. 12, no. 3, pp. 83–96, 2012, [Online]. Available: http://www.scopus.com/inward/record.url?eid=2-s2.0-84873167711&partnerID=40&md5=391c714a9effd759de355243ae965350.

A. O. Tobar Gomez, “Ãndice de competencias TIC en docentes de educación superior,†Campus Virtuales, vol. 6, no. 2, pp. 113–125, 2017, [Online]. Available: www.revistacampusvirtuales.es.

M. S. Ramírez-Montoya, J. Mena, and J. A. Rodríguez-Arroyo, “In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course,†Comput. Human Behav., vol. 77, pp. 356–364, 2017, doi: 10.1016/j.chb.2017.09.010.

J. Reyes, “Las Competencias Digitales: una necesidad del docente Ecuatoriano del siglo XXI,†in Revista Dilemas Contemporáneos: Educación, Política y Valores., 2018, vol. 6, no. 0, doi: 10.1017/CBO9781107415324.004.

J. E. Revelo Rosero, “Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador,†EDMETIC, vol. 7, no. 1, p. 196, Mar. 2018, doi: 10.21071/edmetic.v7i1.6910.

A. Mattila, "The future educator skills in the digitization era: Effects of technological development on higher education," Proc. - 2015 5th Int. Conf. e-Learning, ECONF 2015, pp. 212–215, 2016, doi: 10.1109/ECONF.2015.18.

A. L. Padilla-Hernández, V. M. . Gámiz-Sánchez, and M. . A. Romero-López, “Validación del contenido de un guion de entrevista sobre la competencia digital docente en Educación Superior,†RISTI - Rev. Ibérica Sist. e Tecnol. Informação, no. 32, pp. 1–16, 2019, doi: 10.17013/risti.32.1-16.

M. P. Prendes, I. Gutiérrez, and F. Martínez, “Competencia digital: una necesidad del profesorado universitario en el siglo XXI,†Rev. Educ. a Distancia, no. 56, pp. 1–22, 2018, doi: 10.6018/red/56/7.

K. Ala-Mutka, "Mapping Digital Competence: Towards a Conceptual Understanding.," Jt. Res. Cent. – Inst. Prospect. Technol. Stud., 2011.

O. Mas and J. Tejada, “Funciones y competencias en la docencia universitaria,†2013.

A. Navio, “Las competencias profesionales del formador,†2005.

F. Esteve and M. Gisbert, “Competencia digital en la educación superior,†Rev. Venez. Inf. Tecnol. y Conoc., vol. 10, no. 3, pp. 29–42, 2013, Accessed: May 01, 2019. [Online]. Available: https://dialnet.unirioja.es/servlet/articulo?codigo=4772632.

I. Gutiérrez, “Competencias del profesorado universitario en relación al uso de tecnologías de la información y comunicación: análisis de la situación en España y propuesta de un modelo de formación.,†2011.

A. Hernández, “La formación del profesorado para la integración de las TIC en el currículum: nuevos roles, competencias y espacios de formación,†in Investigación y tecnologías de la información y comunicación al servicio de la innovación educativa., 2008, pp. 33–56.

P. Marqués, “Las competencias digitales de los docentes.†[Online]. Available: http://peremarques.pangea.org/competenciasdigitales.htm.

“Estándares en Tecnología de la Información y la Comunicación para la Formación Inicial de Docentes de Chile,†2006.

J. C. López, “¿Qué es la competencia para manejar información (CMI)?,†2007.

M. C. Joly, “Habilidades em tecnologias: avaliação de desempenho docente na Educação Básica,†Martins, R., vol. 13, pp. 75–85, 2008.

“Competencias TIC para el desarrollo profesional docente,†2013.

G. Lorenzo, J. Pomares, and R. Roig-Vila, “Diseño de un modelo de indicadores de competencias TIC en la docencia universitaria.â€

A. Ferrari, "DIGCOMP: A framework for developing and understanding digital competence in Europe," Publ. Off. Eur. Union, 2013.

K. Aesaert, D. van Nijlen, R. Vanderlinde, and J. van Braak, "Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation," Comput. &Educatio, vol. 76, pp. 168–181, 2014.

M. Gisbert and J. Lázaro, "Professional development in teacher digital competence and improving school quality from the teachers' perspective: a case study," J. New Approaches Educ. Res., vol. 4, no. 2, pp. 115–122, Jul. 2014, doi: 10.7821/naer.2015.7.123.

M. Rieckmann, "Future-oriented higher education: Which key comptencies should be fostered through university teaching and learning, Futures," vol. 44, no. 2, 2012.

A. Granić and N. Marangunić, "Technology acceptance model in educational context: A systematic literature review," British Journal of Educational Technology. 2019, doi: 10.1111/bjet.12864.

J. Jensen, "A systematic literature review of the use of Semantic Web technologies in formal education," British Journal of Educational Technology. 2019, doi: 10.1111/bjet.12570.

M. Brady, A. Devitt, and R. A. Kiersey, "Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review," British Journal of Educational Technology. 2019, doi: 10.1111/bjet.12742.

F. M. Esteve-Mon, M. A. Llopis-Nebot, and J. Adell-Segura, “Digital Teaching Competence of University Teachers: A Systematic Review of the Literature,†Rev. Iberoam. Tecnol. del Aprendiz., 2020, doi: 10.1109/RITA.2020.3033225.

A. Sánchez-Caballé, M. Gisbert-Cervera, and F. Esteve-Mon, “The digital competence of university students: A systematic literature review,†Aloma. 2020.

D. Antonio-Manuel Rodríguez-García, F. R. Sánchez, and J. Ruiz-Palmero, “Digital competence, higher education and teacher training: A meta-analysis study on the Web of Science,†Pixel-Bit, Rev. Medios y Educ., 2019, doi: 10.12795/pixelbit.2019.i54.04.

F. J. Fernández-Cruz and M. J. Fernández-Díaz, “Los docentes de la Generación Z y sus competencias digitales,†Comunicar, vol. 24, no. 46, pp. 97–105, 2016, doi: http://dx.doi.org/10.3916/C46-2016-10.

C. Redecker, European framework for the digital competence of educators: DigCompEdu. 2017.

“MARCO COMÚN DE COMPETENCIA DIGITAL DOCENTE OCTUBRE 2017.†Accessed: May 01, 2021. [Online]. Available: http://aprende.educalab.es.

"Computational Thinking Competencies | ISTE." https://www.iste.org/standards/computational-thinking (accessed May 01st, 2021).

R. Rosero, J. Enrique, R. Domínguez, and F. Ignacio, “Jorge Enrique Revelo Rosero, Francisco Ignacio Revuelta Domínguez y Alicia González-Pérez,†vol. 7, no. 1, pp. 196–224, 2018.

J. Solís de Ovando Calderón and V. Jara Jara, “Competencia digital de docentes de Ciencias de la Salud de una universidad chilena,†Pixel-Bit, Rev. Medios y Educ., 2019, doi: 10.12795/pixelbit.2019.i56.10.

F. Caena and C. Redecker, "Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu) ," Eur. J. Educ., 2019, doi: 10.1111/ejed.12345.

S. Guri-Rosenblit, "E-teaching in higher education: An essential prerequisite for e-learning," J. New Approaches Educ. Res., 2018, doi: 10.7821/naer.2018.7.298.

B. Rivas-Rebaque, F. Gértrudix-Barrio, and J. C. D. C. De Britto, "The perception of the university professor regarding the use and value of open data," Educ. XX1, 2019, doi: 10.5944/educxx1.21317.

M. Bond, V. I. Marín, C. Dolch, S. Bedenlier, and O. Zawacki-Richter, "Digital transformation in German higher education: student and teacher perceptions and usage of digital media," Int. J. Educ. Technol. High. Educ., 2018, doi: 10.1186/s41239-018-0130-1.




DOI: http://dx.doi.org/10.18517/ijaseit.11.6.12542

Refbacks

  • There are currently no refbacks.



Published by INSIGHT - Indonesian Society for Knowledge and Human Development