Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (INTEF) through expert judgment

Abstract

Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carry out a theoretical reflection on said frameworks and a subsequent Delphi study with the coefficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC ≥ 0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented.

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

“…Several weaknesses can be identified in teachers, as well as in the initial/continuing training model, that contribute to the understanding of the difficulties encountered [41]. Teachers still need more training sessions that focus on the continuum of professional development [42].…”

“…These include the implementation of teacher training programs to provide them with tools and inputs that allow them to be digitally literate, one of which being the MOOC, thereby reducing the gaps and needs of basic education, since most studies reveal that the level of digital competence in basic-education teachers is low. The reasons cited by teachers for their low training do not refer to interest in ICT, but rather to this being a consequence of the absence of institutional support, time and resources, and the non-existence of training plans [42]; in some cases, due to teachers' laziness and lack of training, it is crucial that the instrumental use given to technologies is overcome, and a more didactic, creative and as emotional use prevails [43]. Another issue that has been identified is that most institutional training comprises one-time or occasional, sporadic one-day or half-day courses, rather than a more systematic continuous development program; for this reason, a need arises to provide teachers at all levels with training that equips them to integrate technologies in their classroom methodology [32].…”

“…Despite the technological impact, research has shown that teachers lack the training and preparation necessary to carry out their functions effectively [31]. In this way, as pointed out, a gap is produced between students and teachers (the former being understood as natives and the latter as digital immigrants) [42].…”

La competencia digital en la atención del alumnado con necesidades educativas especiales. Una visión general del marco europeo para la competencia docente digital "DigCompEdu"

“…En este contexto, resulta relevante tomar como referencia los esfuerzos realizados desde Europa para el fomento de la competencia digital, los cuales se han visto traducidos en el desarrollo del Marco Europeo de Competencia Digital Docente «DigCompEdu» (Comisión Europea, 2016;Redecker, 2017), el cual tiene como principal objetivo establecer un modelo de trabajo estratégico y universal para todos los estados miembros. El establecimiento de un marco común basado en un concepto globalizador de competencia digital ha permitido aunar las directrices de las políticas europeas educativas previamente existentes, apostando por la renovación, transformación e innovación pedagógica de los modelos y supuestos educativos tradicionales y repensando las directrices formativas, a través de diferentes niveles de adquisición de la competencia digital, los cuales abarcan desde el dominio técnico hasta la dimensión innovadora de las TIC (Cabero-Almenara et al, 2021c;INTEF, 2017).…”

Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review

“…Digital competence of teachers is a key aspect for education in the current socio digital context [ 21 ], so it is essential for teachers to have these kinds of competences [ 22 ]. According to [ 23 ] referring to the fundamental competences declared by UNESCO, digital competence is fundamental, and [ 24 ] refer to it as the most important competence for the 21st century. It involves the critical and confident use of information society technologies [ 25 ].…”