Assessment of university teachers on their digital competences

Abstract

The potential of DTIC has brought new challenges to teachers, making it essential to acquire digital competences. The aim of this research is to assess Portuguese university teachers' digital competence level. The quantitative methodological approach emphasises the teachers' perception of their digital competences in three dimensions: teachers´ professional and pedagogic competences and learners' competences and involved 118 Portuguese University teachers. The main findings show that the digital competence level of teachers is moderate, and that subdimensions "Guidance", "Analysing Evidence" and "Responsible Use", are the weakest. On the other hand, the subdimension in which teachers perceive to have more competence is "Organisational Communication". The results show the need for teachers to increase their digital competence level through specific training, especially as regards the pedagogical use of technology, in particular more practical, experimental training.

Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors

“…These results, when compared to the findings obtained in similar studies Moreira & Ferreira, 2020), evidenced the importance of each educator in an institution answering the questionnaire in order for the institution to adapt training in accordance with the actual needs of its educators. Despite both studies presenting mean values within level B1…”

Competences of University Teachers: Systematic Literature Review

“…Quantitative research by González-Sanmamed et al (2014) points to the interest of teachers in the job-related enhancement of digital competences, with questionnaire measurement results demonstrating that under the individual competences, the average response value related to the variable "professional development needs" was significantly higher than the value of the variable "level of proficiency". Similar conclusions were reached by Dias-Trindade et al (2020). In their quantitative research they emphasize the need to increase the level of digital competences, as the results of standardised measurement show university teachers have a middling level of this type of competence, with a score of 41 out of a maximum of 84 points.…”

Competencias digitales en el contexto COVID 19: una mirada desde la educación

“…En tal sentido, un estudio realizado en Portugal con docentes de Bachillerato, sostiene que su nivel de competencia digital es moderado, con los valores más bajos en las competencias pedagógicas y el fomento de las competencias de los estudiantes. Específicamente señala las subdimensiones de evaluación, empoderamiento de los estudiantes y la de facilitar la competencia digital de los alumnos, fueron las de menor puntaje (Dias-Trindade et al, 2020).…”

“…Unido a lo anterior, los estudios recientes revelan que tanto en estudiantes como en docentes el tema de las competencias digitales es prioritario, convirtiéndose en uno de los retos más importantes para los sistemas educativos y su contribución al desarrollo de una sociedad del conocimiento (Gómez- García et al, 2020;Sánchez-Caballé et al, 2020). En tal caso, se observa la necesidad de una alfabetización digital que vincule a los centros educativos con la sociedad, mejorando la adquisición de competencias digitales para el aprendizaje colaborativo, la autonomía, la comunicación efectiva, la ética y la ciudadanía digital (Dias-Trindade et al, 2020;Domingo-Coscolla et al, 2020). Esto no solo contribuye al desarrollo de habilidades para la vida y el continuo aprendizaje, sino también puede ayudar a romper barreras de comunicación e integración entre las familias y la escuela (Maciá Bordalba & Garreta Bochaca, 2018).…”