T-MOOC for Initial Teacher Training in Digital Competences: Technology and Educational Innovation

Abstract

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students’ level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives; (b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs; and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

“…In contrast, one researched solely on security, particularly the accountable usage of technology [22]. Others authors focused on professional engagement, digital resources, assessment and feedback, student empowerment, and the development of student digital competence [21], [24], [13]. Just as they were utilized the two sets of digital competency areas mentioned [14].…”

“…Additionally, ten studies employed six pre-existing designs. Regarding the latter, the DigCompEdu Check-In tool is the most widely used [13], [21], [35], [36]. The instrument validated by Touron et al [37], which is also cited in this SLR, plays a crucial role in the research of Romero et al [33] and Prieto et al [38].…”

“…This support should be structured according to various frameworks that allow for consolidating TDC strategies, resulting in enhanced educational practices. Diagnostic assessments and regularly updated training proposals (TP) supported by institutions responsible for teacher preparation, state education offices, school districts [19], [8], and territorial organizations are vital to achieving this [20], [21], [22], [23], [14].…”

Forecasting Gender in Open Education Competencies: A Machine Learning Approach

“…Other practices include the performances of techniques for open learning spaces [10], innovative methodologies such as gamification [11], and Education 4.0 tools to support sustainable open education [12], [13]. In recent years, studies on the dissemination of knowledge through repositories have increased [14] and the mobilization of massive open courses on interdisciplinary topics [15] and of educational and social inclusion [16], [17]. For the development of good practices of open education, an attempt has been made to determine in the scientific literature a competency profile that allows, through processes of social and professional transfer, selecting training proposals that would positively impact the curricula, the students, the academic environment and the teaching culture [18], [19].…”

Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom

“…This task involves addressing key issues such as equity in access to technology [3,4], teaching training in the pedagogical use of devices [5][6][7], and protecting the privacy and security of students [8,9]. These aspects are essential to ensuring that technology integration into education is sustainable, scalable, and ethically responsible [10,11].…”