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E-DUCATION: TEACHING AND LEARNING AFTER 2020

STATE-OF-THE-ART REPORT

OUR FOCUS

1. OBJECTIVES

2. METHODOLOGY

3. LITERATURE REVIEW

7. CONCLUSIONS OF SURVEY

8. RECOMMENDATIONS

4. CONCLUSIONS OF LIT. REV.

5. RECOMMENDATIONS AFTER LIT. REV.

5. SURVEY RESEARCH.

OBJECTIVES


To analyze our partners’ digital context as an approach to teachers’ digital competence.



To consider how can Teacher’s Digital Competence be assessed.



1.



2.



METHODOLOGY

Survey


Literature review


LITERATURE REVIEW:

QUESTIONS

What instruments, processes and strategies can be applied in this assessment process?

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How can teachers' digital competence be assessed (using the Common Digital Competence Framework for Teachers)?

3.

How can the digital competence be certified using the Common Digital Competence Framework for Teachers?

1.

2.

CORPUS OF RESEARCH ARTICLES

  1. Database of articles taken from Web of Science and Scopus.
  2. N (number of articles) = 303 articles
  3. In-depth review of 22 articles which are particularly relevant for our project

CONCLUSIONS

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

findings:



Therefore, there is a trend in the scientific production studies towards the study of professional development and digitalisation as key professional tools for the 21st century, as well as the digital certification of institutions and their staff.

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:


a. professional development
b. certification and accreditation.

findings:

The number of studies concerning teachers’ digital competence

is much more limited than the number of similar studies
concerning students’ digital competence.

Teachers’ competences remain

a black box of the educational system.

Three types of tests appear

in the literature:
  • Self-perception and
self-assessment tests
  • Knowledge tests
  • Performance or
task-based tests

Self-perception and self-assessment

tests are the least informative
(and potentially misleading) ones.
However, their reduced cost makes them
the most frequently used types of tests.

Performance tests are

the most informative and
realistic ones.
However, they are the least
frequently used tests
according to the literature.

1

2

3

4

5

recommendations

after literature review

recommendations:

1. Assessment must be carried out through

a variety of tools
(knowledge tests,
problem-solving tests,
competence perception
questionnaires,
observation,
autoethnography, etc.)

2. The participation of various

assessors allowing for hetero-,
self- and co-assessment

3. The possibility of partial or
modular certifications
linked to dimensions or
sub-competences of
digital competence in teaching.

4. The school context should be analysed as

the ecological
environment where
teachers’ digital competence
is developed.

(That is the objective

of the survey
we have performed.)

survey research

participants:

Technological profile


*Google users.
*Teams not present in the sample.

Technological profile


*Windows-based computers (desktop and laptop)
*Chromebooks growing

Technological profile


* Infrastructural changes: an initial stage
of digital transformation is observed.

Technological profile


*Main difficulties are infrastructural (availability of devices,
good connection, etc.)

Infrastructures are part of an initial stage of digital transformation.

impact of technology

* Participants express moderate to high impact
of technology in their teaching.

teacher training

* Mainly, individualistic approach outside working hours
* Growing trend: whole-school teacher training activities

teacher training: impact on learning

* Disparity in the perception of impact of teacher training on learning: from low to high

* Absence of reliable assessment of teacher training impact

teacher training: impact on resources

* Disparity in the perception of impact of teacher training on learning resources: from low to high

* Absence of reliable assessment of teacher training impact

Digital transformation: perception of impact on teachers’ work

* Perception of impact of technology on teachers’ work from medium to high
* Teachers’ work change although the impact on learning is questionable
* Need of fine-tuned assessment

emergent pedagogies

* Flipped classroom and Cooperative Learning are the most relevant trends
* Methodologies which promote students’ agency (PBL and Service Learning)
and engagement (Gamification) are growing

emergent pedagogies: assessment

* Growing trend: the use of portfolios
* Surprisingly strong agreement on automatic computer evaluation

conclusions

conclusions

1

2

3

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

to understand the development of teachers’ digital competence.

In our sample, the school context for the development of teachers’ digital competence is that of an initial stage

of digital transformation.

conclusions

4

5

6

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.

conclusions

7

The impact of these changes on learning should be analysed in a valid and reliable way.

recommendations

recommendations

1

2

3

On-site analysis of teachers’ technological practices to prove the impact of digital transformation on teaching.

Design of teacher training itineraries

to promote students’ agency through active methodologies

Adoption of a school digital plan to organize digital transformation at three levels: infrastructures, school organization and pedagogy.

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