Created on November 3, 2022
E-DUCATION: TEACHING AND LEARNING AFTER 2020
3. LITERATURE REVIEW
7. CONCLUSIONS OF SURVEY
4. CONCLUSIONS OF LIT. REV.
5. RECOMMENDATIONS AFTER LIT. REV.
5. SURVEY RESEARCH.
To analyze our partners’ digital context as an approach to teachers’ digital competence.
To consider how can Teacher’s Digital Competence be assessed.
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How can teachers' digital competence be assessed (using the Common Digital Competence Framework for Teachers)?
How can the digital competence be certified using the Common Digital Competence Framework for Teachers?
CORPUS OF RESEARCH ARTICLES
- Database of articles taken from Web of Science and Scopus.
- N (number of articles) = 303 articles
- In-depth review of 22 articles which are particularly relevant for our project
Of the literature review
Growing interest of the topic “assessment of teachers’ digital competence”
Articles published per year
Thematic analysis of articles
Concepts studied in the articles
Digital competence is the key term of the articles analysed in this literature review revolve, and its study is relatively recent.
In the last years, marked in yellow, some terms seem to emerge strongly:
The number of studies concerning teachers’ digital competence
Teachers’ competences remain
Three types of tests appear
- Self-perception and
- Knowledge tests
- Performance or
Self-perception and self-assessment
Performance tests are
after literature review
1. Assessment must be carried out through
2. The participation of various
4. The school context should be analysed as
(That is the objective
New methods to assess teachers’ digital competence are required: more contextualised, more task-based, more efficient and reliable and less dependent on self-perception.
The school context can provide clues
In our sample, the school context for the development of teachers’ digital competence is that of an initial stage
Schools are worried about infrastructural problems, which seem not to be totally solved.
Teachers’ digital competence has been developed through individualistic activities - although whole-school teacher training activities are growing.
Teachers’ digital competence is gradually provoking a change in teaching competence through emergent pedagogies.
The impact of these changes on learning should be analysed in a valid and reliable way.
On-site analysis of teachers’ technological practices to prove the impact of digital transformation on teaching.
Design of teacher training itineraries
Adoption of a school digital plan to organize digital transformation at three levels: infrastructures, school organization and pedagogy.
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