Research of Teachers’ Digital Competences in an International Context

Presente y futuro de la Competencia Informacional Docente en educación obligatoria

“…Thus, Drossel et al (2017), with CSE teachers from 5 countries, show that self-efficacy in the use of ICT is a predictor of its use in the classroom, and that this self-perceived efficacy is much more important than a positive view of the advantages of using ICT. This same importance of self-efficacy is illustrated by Svoboda et al (2019) by analysing works from different countries.…”

“…However, Guillén-Gámez et al ( 2020) find no differences in the Digital Teaching Competence of a sample of pre-school (PS), PE and CSE teachers in the region of Madrid depending on the educational level being taught. This same situation is found outside of Spain: it is clear that a large proportion of in-service teachers still lack adequate digital and information literacy, as highlighted in recent review articles such as those by Fernández-Batanero et al (2020) or Svoboda et al (2019), which analyse papers focused on all educational levels in an international context and recommend starting training activities with in-service teachers, especially in the more applied and pedagogical aspects.…”

“…Una característica que suelen tener en común los estudios sobre competencias digitales o informacionales del profesorado o del futuro profesorado mencionados previamente es que optan por recopilar los datos a partir de cuestionarios, encuestas e instrumentos que recogen la competencia auto-percibida por los propios usuarios. Se trata entonces de auto-valoraciones de la capacidad de resolver diferentes tareas relacionadas con el uso de ordenadores e Internet; este uso generalizado de los cuestionarios de auto-percepción en los estudios sobre competencia digital e informacional docente ha sido remarcado en los estudios de revisión recientes de Starkey (2020) o Svoboda et al (2019).…”

“…Así, Drossel et al (2017), con profesores de ESO de 5 países, ponen de manifiesto que la auto-eficacia en el uso de las TIC es un predictor de su uso en el aula, y que esta auto-percepción de eficacia es mucho más importante que una visión positiva de las ventajas del uso de las TIC. Esta misma importancia de la auto-eficacia es puesta de manifiesto por Svoboda et al (2019) analizando trabajos procedentes de diferentes países.…”

Digital Competences for Improving Digital Inclusion in E-Government Services: A Mixed-Methods Systematic Review Protocol

“…Digital competence is the confident and critical use of ICT tools in the areas of work, employability, education, leisure, inclusion and participation in society, in accordance to the Digital Competence Framework for Citizens , also known as DigComp, developed by the Joint Research Centre of the European Commission as a tool to help policymakers to formulate policies and to plan education and training initiatives to improve digital competence of specific European target group (Vuorikari et al, 2016). The study of digital skills and competences is particularly remarkable in education (Fernández-Batanero et al, 2020; Pettersson, 2018; Spante et al, 2018; Svodoba et al, 2020; Sanchez-Caballe et al, 2020), communication (van Laar et al, 2017) and information literacy (Fernández-Ramos, 2016; Grabowsky & Weisbrod, 2020), but it has not yet received a similar attention from an e-government perspective.…”