Digital Literacy and Open Educational Practice: Digilit Leicester

Fraser, Josie; Reedy, Katharine

doi:10.29085/9781783301997.013

Cited by 8 publications

(10 citation statements)

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“…Publicaciones analizadas según su tipología Las publicaciones seleccionadas se analizaron con el software de análisis cualitativo ATLAS.ti. Con el fin de clasificar los diferentes componentes de la CDD presentes en las definiciones se tomaron de referencia las dimensiones establecidas en la rúbrica de evaluación de la CDD: COMDID (Lázaro y Gisbert, 2015b), ya que éstas están basadas en diversos marcos de referencia de la CDD tanto a nivel internacional como a nivel nacional y autonómico (Ferrari, 2013;Fraser et al, 2013;Generalitat de Catalunya, 2018;ISTE, 2020;Unesco, 2018). Estas dimensiones se refieren a aspectos de la profesión docente y se establecen cuatro (Silva, Usart et al, 2019, p. 35):…”

Section: Criterios De Exclusiónunclassified

“…Encontramos diversas definiciones que contemplan estas tres dimensiones (Alejaldre y Álvarez, 2019;Durán et al, 2019;Engen, 2019;Flores-Lueg y Roig-Vila, 2016;Lázaro et al, 2016Lázaro et al, , 2019Silva, 2017;Silva et al, 2018;, mientras que los aspectos relacionales, de ética y seguridad quedan generalmente en un segundo plano. Este hecho llama la atención teniendo en cuenta que esta dimensión sí está presente en diversos marcos de referencia de la CDD tanto a nivel nacional como europeo e internacional (Enlaces, 2011;Fraser et al, 2013;INTEF, 2017;ISTE, 2020;Redecker y Punie, 2017;Unesco, 2018).…”

Section: Conclusionesunclassified

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El concepto de competencia digital docente: revisión de la literatura

Verdú-Pina

Cantabrana

Grimalt‐Álvaro

et al. 2023

REDIE

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La incorporación de las tecnologías digitales en la enseñanza ha evidenciado la importancia de la competencia digital docente (CDD) como elemento clave para formar a los ciudadanos del siglo XXI. La CDD es una competencia compleja y no resulta sencillo encontrar una definición que recoja la globalidad del término. En este artículo se presenta una revisión sistemática de la literatura con base en el modelo de la Declaración PRISMA, donde se analizan las definiciones de la CDD presentes en 31 publicaciones con el objetivo de identificar sus similitudes y diferencias, y revisar su relación con las dimensiones que la componen. Los resultados muestran un desequilibrio en la presencia de sus dimensiones, destacando la ausencia casi generalizada de la dimensión relacional, ética y seguridad. Se concluye con la propuesta de una definición integradora de la CDD que permita a docentes y entidades educativas conocer el alcance de esta competencia profesional.

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Section: Criterios De Exclusiónunclassified

Section: Conclusionesunclassified

El concepto de competencia digital docente: revisión de la literatura

Verdú-Pina

Cantabrana

Grimalt‐Álvaro

et al. 2023

REDIE

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“…The DigiLit Leicester model [37] adds dimensions related to the culture of collaboration and sharing data and knowledge, which are typical of the philosophy of free software and the creation of open materials.…”

Section: Tpack Michigan State University [22]mentioning

confidence: 99%

Digital Teaching Competence: A Systematic Review

et al. 2022

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This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.

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“…Several efforts have been made to equip future teachers with these competencies through different standards and frameworks to the level of learning acquired (Fraser et al, 2013 ; INTEF, 2017 ; UNESCO, 2018 ). However, how to work these competencies in initial training is still a hotly debated topic, in which special attention is paid to the promotion of experiences of a pedagogical and innovative nature to transform teaching practices, involving the integration of technologies in the classroom, as stated in the Horizon Report 2019 for the Higher Education (Educause, 2019 ; Le et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

et al. 2022

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The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last seven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction.Systematic review registration:https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.

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Digital Literacy and Open Educational Practice: Digilit Leicester

Cited by 8 publications

References 0 publications

El concepto de competencia digital docente: revisión de la literatura

El concepto de competencia digital docente: revisión de la literatura

Digital Teaching Competence: A Systematic Review

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

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