Improving Future Teachers’ Digital Competence Using Active Methodologies

Abstract

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers.

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

“…Our study was based on digital competences, in accordance with Romero-García et al [71]. Previous studies on teachers' self-perceptions of such skills, have found low levels of competence [40,72,73], as well as training needs in this regard [38,39,74].…”

“…These results could be explained not so much by the educational stage-it has been proven that what affects more the use of ICT is rather pedagogical competence and professional experience [90], as by the complexity of the contents for being understood in the earliest stages. Thus, the key to overcoming these differences could depend on the curriculum and teacher training of this stage about these contents [71]. This idea was also confirmed by the data extracted from the questionnaire, since the item designed to measure the training followed by teachers in this area received the lowest score.…”

El desarrollo de competencias digitales en docentes universitarios frente al auge de la educación virtual

“…En ese sentido, se hace necesario la adquisición de competencias digitales en el profesorado, asociadas a un conjunto de destrezas y capacidades que permitirán al docente la adecuada implementación y utilización de las TIC en el proceso de enseñanza aprendizaje (Romero-García et al, 2020). Uno de los estudios que permite potenciar dichas competencias es el modelo TPACK de Koehler y Mishra quienes consideran que los docentes deben mostrar competencias relacionadas con tres grandes aspectos: disciplinar, pedagógico y tecnológico (Mishra & Koehler, 2008).…”

Problematic Smartphone Use in Spanish and Italian University Students

“…Along the same lines, the Council of the European Union has defined the 'European Digital Competence Framework' (DigComp) as a tool for the improvement of the digital competence of citizens [16]. The importance of these proposals lies in the link between the acquisition of certain skills and the proper use of ICT [17,18], with the aim of taking advantage of the possibilities is presents.…”