Competências digitais de professores do estado do Paraná (Brasil)

Silva, Eunice; Loureiro, Maria João; Pischetola, Magda

doi:10.34620/eduser.v11i1.125

Cited by 3 publications

(2 citation statements)

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“…The DigCompEdu Check-In, native to DigCom-pEdu, has been statistically validated by several researchers in order to gauge the level of proficiency of teachers, both in elementary and secondary school levels (Benali et al, 2018;Dias-Trindade et al, 2019;Dias-Trindade & Moreira, 2018;Ghomi & Redecker, 2019;Silva et al, 2019) as well as in higher education Pedro et al, 2021;, including in the Portuguese context (Dias-Trindade et al, 2019Dias-Trindade & Moreira, 2018;Lucas et al, 2021).…”

Section: Data Collection Instrumentmentioning

confidence: 99%

Digital competence of higher education professors:

Santos

Pedro

Mattar

2021

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This article aims to analyse the differences associated with the variables of teaching and institutional nature in the level of proficiency of teachers in digital competences, using the DigCompEdu framework as theoretical reference. A quantitative approach was used and the data collection strategy was based on an online survey. The sample was composed of 846 Portuguese higher education professors linked to 37 universities and 76 polytechnic institutes. The results indicate that characteristics such as working at PhD program level, teaching online and being linked to polytechnic institutes are associated with higher levels of digital competence.

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Section: Data Collection Instrumentmentioning

confidence: 99%

Digital competence of higher education professors:

Santos

Pedro

Mattar

2021

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“…The literature on teachers' digital competences is vast and comprises technical skills, the ability to use technologies meaningfully, the ability to evaluate digital technology with a critical eye, and teachers' motivation to participate in the digital culture (Ferrari, 2012;Ilomäki et al, 2016;Selwyn and Husen, 2010;Silva et al, 2019). In 2018, the European Commission broadly defined digital competence as "the confident, critical and responsible use of the technologies from the society of information for work, entertainment and education" (European Commission, 2018: 9).…”

Section: Introductionmentioning

confidence: 99%

Design principles for higher education teacher development

Pischetola¹,

Møller²

2023

LOM

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This study moves from the research question: how to design a professional course/concept for the development of higher education teachers’ digital competences? It presents Teknosofikum, a project funded by the Danish Ministry of Higher Education and Science between 2020 and 2023. The outcome of the project is a course for higher education teachers with a focus on digital competence. Grounded in sociomaterial theories, digital competence refers here to the capacity to develop agency towards professional changes driven by technology. It comprises teachers’ abilities to evaluate why, when, how and with what effects to include digital technologies in teaching. The study draws on qualitative and quantitative data gathered through design-based research along the first three course iterations,with a total of 64 participants. The findings show the emergence of three design principles: (i) relational approach to technology; (ii) praxis; and (iii)organized non-linearity. These principles will guide the final format of Teknosofikum course/concept.

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