Publication: La Competencia Digital Docente, una revisión sistemática de los modelos más utilizados
Authors
Jiménez-Hernández, David ; Muñoz Sánchez, Práxedes ; Sánchez Giménez, Fulgencio S.
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia, Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/riite.472351
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Partiendo del interés social y educativo actual, este artículo pretende conocer el estado de la cuestión en el campo de la Competencia Digital Docente (CDD), con la finalidad de saber cómo se encuentra el trabajo de estas destrezas tanto en el ámbito teórico como empírico. Para ello se han recopilado diferentes modelos que destacan por su uso como guías de formación para facilitar su desarrollo. Este estudio ha tenido en cuenta diferentes países e instituciones, así como sus características, finalidades y dimensiones. Además, en todas se remarcan investigaciones que los modelos emplean para favorecer la adquisición de estas competencias, así como su análisis en controversias y perspectivas de la comunidad educativa y la praxis en las políticas educativas. A lo largo de todos estos modelos de CDD, se ha podido comprobar la gran carga de responsabilidad tanto a nivel institucional como del profesorado en la adquisición de competencias digitales, para poder responder a las demandas sociales y educativas planteadas en todos los niveles de formación
Due to the current interest in the Teacher Digital Competence (TDC), both from the social and education fields, this article shows its state-of-art, in order to find out how the work on these skills is going both theoretically and empirically. Thus, we compile different models that stand out as training guides that facilitate TDC's development. We analyze different countries and institutions for this study, as well as their characteristics and purposes. For each model, we highlight research results that the models are based on to facilitate gaining TDC skills. We analyze how the educational community evaluates them and their results after their implementation in educational policy. We reveal that each TDC model implies a great burden of responsibility for institutions and educators. In order to be able to respond to the social and educational requirements raised at all levels of training, all models strongly rely on the educational community to gain digital competence
Due to the current interest in the Teacher Digital Competence (TDC), both from the social and education fields, this article shows its state-of-art, in order to find out how the work on these skills is going both theoretically and empirically. Thus, we compile different models that stand out as training guides that facilitate TDC's development. We analyze different countries and institutions for this study, as well as their characteristics and purposes. For each model, we highlight research results that the models are based on to facilitate gaining TDC skills. We analyze how the educational community evaluates them and their results after their implementation in educational policy. We reveal that each TDC model implies a great burden of responsibility for institutions and educators. In order to be able to respond to the social and educational requirements raised at all levels of training, all models strongly rely on the educational community to gain digital competence
publication.page.subject
Citation
Revista Interuniversitaria de Investigación en Tecnología Educativa (RIITE), N. 10, 2021
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/