Competencia digital del profesorado universitario
Una panorámica del estado de la cuestión
DOI:
https://doi.org/10.37467/revhuman.v11.4355Palavras-chave:
Revisión sistemática de literatura, Educación superior, Formación de profesores, TIC, Alfabetización digital, Competencia digital docenteResumo
Se realizó una revisión sistemática de la literatura localizada en Scopus sobre la competencia digital (CD) del profesorado universitario; con ayuda de la metodología PRISMA y operadores se delimitó la investigación a través de tesauros de Eric. Los autores/entidades españolas resaltan en la temática, existen esfuerzos orientados al diseño, validación y aplicación de rúbricas a nivel mundial. Los abordajes predominantemente son cuantitativos. La investigación fortalece el entendimiento sobre la CD, existe un efecto positivo otorgado por las CD docentes en la formación de estudiantes, se requiere desarrollar planes de formación y emprender esfuerzos similares en otras bases de datos científicas.
Referências
Acevedo-Duque, Á., Argüello, A. J., Pineda, B. G., & Turcios, P. W. (2020). Teacher competences in online education in time of COVID-19: Public Universities of Honduras. Revista de Ciencias Sociales, 26, 206–224. https://bit.ly/3WQlost
Almås, A. G., & Krumsvik, R. (2007). Digitally literate teachers in leading edge schools in Norway. Journal of In-Service Education, 33(4), 479–497. https://doi.org/10.1080/13674580701687864 DOI: https://doi.org/10.1080/13674580701687864
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169 DOI: https://doi.org/10.1080/21532974.2019.1646169
Arango, D A G, Fernández, J. E. V, Rojas, Ó. A. C., Gutiérrez, C. A. E., Villa, C. F. H., & Grisales, M. A. B. (2020). Digital competence in university teachers: Evaluation of relation between attitude, training and digital literacy in the use of ict in educational environments [Competencia digital en docentes universitarios: Evaluación de relación entre actitud, formació. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2020(E29), 538–552. https://bit.ly/3PX6hLl
Arango, David Alberto García, Fernández, J. E. V., Carrillo, J. A. O., Rojas, Ó. A. C., & Villa, C. F. H. (2020). Dimensions of digital competence in university teachers: Relational analysis based on components. RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao, 2020(E28), 945–960.https://bit.ly/3GirLzb
Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2020). Digital competences relationship between gender and generation of university professors. International Journal on Advanced Science, Engineering and Information Technology, 10(1), 205–211. https://doi.org/10.18517/ijaseit.10.1.10806 DOI: https://doi.org/10.18517/ijaseit.10.1.10806
Batista, S., Pedro, N., Agonacs, N., Fonte, M., Oliveira, N., & Matos, J. F. (2017). Evaluation of teacher training satisfaction: A critical factor for technology integration in higher education. Proceedings of the European Conference on E-Learning, ECEL, 2010-Octob, 580–584. https://bit.ly/3WvaFUs Beetham,
H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century : the report of the LLiDA project ( Learning Literacies for the Digital Age ): Competency frameworks A JISC funded study. June, 1–24.
Biel, L. A., & Ramos, E. Á. (2019). Digital teaching competence of the university professor 3.0. Caracteres, 8(2), 205–236. https://bit.ly/3HZRuhc
Blanco, S. A., & Martín Álvarez, R. (2019). Tesauros: ¡menuda palabrota! No todo es clínica. Actualización En Medicina de Familia, 15(figura 3), 509–515. http://bit.ly/2UpLS8l
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48. https://doi.org/10.1186/s41239-018-0130-1 DOI: https://doi.org/10.1186/s41239-018-0130-1
Butcher, N. (2019). Marco de competencias docentes en materia de TIC UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000371024/PDF/371024spa.pdf.multi
Cabero-Almenara, J, Barroso-Osuna, J., Rodriguez-Gallego, M., & Palacios-Rodriguez, A. (2020). Digital Competence for Educators. The case of Andalusian universities. Aula Abierta, 49(4), 363–371. https://doi.org/10.17811/rifie.49.3.2020.363-372 DOI: https://doi.org/10.17811/rifie.49.4.2020.363-372
Cabero-Almenara, Julio, Gutiérrez-Castillo, J. J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2020). Development of the teacher digital competence validation of DigCompEdu check-in questionnaire in the University context of Andalusia (Spain). Sustainability (Switzerland), 12(15). https://doi.org/10.3390/su12156094 DOI: https://doi.org/10.3390/su12156094
Cabero-Almenara, Julio, Romero-Tena, R., Barroso-Osuna, J., & Palacios-Rodríguez, A. (2020). Marcos de Competencias Digitales Docentes y su adecuación al profesorado universitario y no universitario. Revista Caribeña de Investigación Educativa (RECIE), 4(2), 137–158. https://doi.org/10.32541/recie.2020.v4i2.pp137-158 DOI: https://doi.org/10.32541/recie.2020.v4i2.pp137-158
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators ( Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345 DOI: https://doi.org/10.1111/ejed.12345
Campo, F., Segovia, R., Martínez, P., Rendón, H., & Calderón, G. (2013). Competencias TIC para el desarrollo profesional docente. In Ministerio de Educación del Gobierno de Colombia.
Cateriano-Chavez, T. J., Rodríguez-Rios, M. L., Patiño-Abrego, E. L., Araujo-Castillo, R. L., & Villalba-Condori, K. O. (2021). Digital skills, methodology and evaluation in teacher trainers | Competencias digitales, metodología y evaluación en formadores de docentes. Campus Virtuales, 10(1), 153–162.
Corona, A. G. F., Martínez-Abad, F., & Rodríguez-Conde, M. J. (2017). Evaluation of digital competence in teacher training. ACM International Conference Proceeding Series, Part F1322, 1–5. https://doi.org/10.1145/3144826.3145367 DOI: https://doi.org/10.1145/3144826.3145367
de la Iglesia, J. C. F., Fernández-Morante, M. C., Cebreiro, B., Soto-Carballo, J., Martínez-Santos, A.-E., & Casal-Otero, L. (2020). Competences and attitudes for the use of ICT in Galician students of the degree of teaching. Publicaciones de La Facultad de Educacion y Humanidades Del Campus de Melilla, 50(1), 103–120. https://doi.org/10.30827/PUBLICACIONES.V50I1.11526 DOI: https://doi.org/10.30827/publicaciones.v50i1.11526
Díaz, V. M., Martínez, A. I. V., & Almenara, J. C. (2012). Redes sociales universitarias. El caso de la red DIPRO 2.0. Bordon, 64(4), 49–60.
Elliot, J., Gorichon, S., Irigoin, M., & Maurizi, M. (2011). Competencias y Estándares TIC para la Profesión Docente. http://www.enlaces.cl/libros/docentes/files/docente.pdf
Esteve-Mon, F. M., Llopis-Nebot, M. A., & Adell-Segura, J. (2020). Digital Teaching Competence of University Teachers: A Systematic Review of the Literature. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 399–406. https://doi.org/10.1109/RITA.2020.3033225 DOI: https://doi.org/10.1109/RITA.2020.3033225
Fernández Cruz, F., & Fernández Díaz, M. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 46, 97–105. DOI: https://doi.org/10.3916/C46-2016-10
Ferrari, A. (2013). Digital Competence in Practice: An Analysis of Frameworks. Joint Research Centre of the European Commission., 91. https://doi.org/10.2791/82116
Ferreras, D. M. (2009). Los tesauros (U. O. de Catalunya (ed.)).
Galindo-Domínguez, H., & Bezanilla, M. J. (2021). Digital competence in the training of pre-service teachers: Perceptions of students in the degrees of early childhood education and primary education. Journal of Digital Learning in Teacher Education, 1–16. https://doi.org/10.1080/21532974.2021.1934757 DOI: https://doi.org/10.1080/21532974.2021.1934757
Gallardo, E., Marqués, L., & Gisbert-Cervera, M. (2011). Importance of Ict Competences Within the Framework of. Edutec. Revista Electrónica de Tecnologia Educativa, 36, 1–15.
Gutiérrez-Castillo, J. J., Cabero-Almenara, J., & Estrada-Vidal, L. I. (2017). Design and validation of an instrument for evaluation of digital competence of University student. Espacios, 38(10), 16. https://bit.ly/3vjJksp
Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Research in Learning Technology, 22(1063519), 1–17. https://bit.ly/3VsDyzd DOI: https://doi.org/10.3402/rlt.v22.21440
Hutton, B., Catalá-López, F., & Moher, D. (2016). La extensión de la declaración PRISMA para revisiones sistemáticas que incorporan metaanálisis en red: PRISMA-NMA. Medicina Clinica, 147(6), 262–266.https://doi.org/10.1016/j.medcli.2016.02.025 DOI: https://doi.org/10.1016/j.medcli.2016.02.025
INTEF. (2017). Marco Común de Competencia Digital Docente. https://bit.ly/2QqmwAw
Isabel Pardo Baldoví, M., Suelves, D. M., & Isabel Vidal Esteve, M. (2020). The use of edublog in initial teachers training: An experience of a teaching innovation project. International Conference on Higher Education Advances, 2020-June, 75–83. https://doi.org/10.4995/HEAd20.2020.10983 DOI: https://doi.org/10.4995/HEAd20.2020.10983
ISTE. (2008). Crosswalk: Future Ready Librarians Framework and ISTE Standards for Educators. September. https://bit.ly/3C4kFf6
Juárez Arall, J., & Marqués Molías, L. (2019). Aspectos de la competencia digital para la empleabilidad//Digital competence aspects for employability. REOP - Revista Española de Orientación y Psicopedagogía, 30(2), 67. https://doi.org/10.5944/reop.vol.30.num.2.2019.25339 DOI: https://doi.org/10.5944/reop.vol.30.num.2.2019.25339
Kormakova, V. N., Klepikova, A. G., Lapina, M. A., & Rugelj, J. (2021). ICT competence of a teacher in the context of digital transformation of education. CEUR Workshop Proceedings, 2914, 138–150. https://bit.ly/3I4a7Aq
Lázaro-Cantabrana, J. L., Usart, M., & Cervera, M. G. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370 DOI: https://doi.org/10.7821/naer.2019.1.370
Marqués-Molías, L., Esteve-González, V., Holgado-Garcia, J., Cela-Ranilla, J., & Sánchez-Caballé, A. (2016). Student perceptions of ePortfolio as competence assessment during the practical training period for early childhood and primary school teaching. Proceedings of the European Conference on E-Learning, ECEL, 2016-Janua(1), 777–781.
McLeod, A., & Carabott, K. (2017). Understanding the best way to embed ICT in teacher education. IFIP Advances in Information and Communication Technology, 515, 366–375. https://doi.org/10.1007/978-3-319-74310-3_38 DOI: https://doi.org/10.1007/978-3-319-74310-3_38
Mendoza, D. J., Cejas, M. F., Navarro, M., Delgado, M. H., & Aldaz, S. M. (2021). The Development of Digital Competences for University Tourism Teachers. International Journal of Learning, Teaching and Educational Research, 20(6), 403–425. https://doi.org/10.26803/ijlter.20.6.21 DOI: https://doi.org/10.26803/ijlter.20.6.21
Mendoza Velazco, D. J., Cejas, M. N., Cejas Martinez, M. F., Vinueza Naranjo, P. G., & Falcón, V. V. (2021). Digital andragogical competences of Ecuadorian higher education teachers during the COVID-19 pandemic. European Journal of Educational Research, 10(3), 1341–1358. https://doi.org/10.12973/EU-JER.10.3.1341 DOI: https://doi.org/10.12973/eu-jer.10.3.1341
Moraga C, J., & Cartes-Velásquez, R. (2015). Pautas De Chequeo, Parte Ii: Quorom Y Prisma. Revista Chilena de Cirugía, 67(3), 325–330. https://doi.org/10.4067/s0718-40262015000300015 DOI: https://doi.org/10.4067/S0718-40262015000300015
Morales Capilla, M., Trujillo Torres, J. M., & Raso Sánchez, F. (2014). Percepciones acerca de la integración de las TIC en el proceso de enseñanza-aprendizaje de la universidad. Píxel-Bit, Revista de Medios y Educación, 46, 103–117. https://doi.org/10.12795/pixelbit.2015.i46.07 DOI: https://doi.org/10.12795/pixelbit.2015.i46.07
Nascimbeni, F. (2020). Empowering University Educators for Contemporary Open and Networked Teaching. In Lecture Notes in Educational Technology (pp. 123–134). https://doi.org/10.1007/978-981-15-4276-3_8 DOI: https://doi.org/10.1007/978-981-15-4276-3_8
Orozco, G., Cabezas, M., & Martínez, F. (2016). Digital competence of the university faculty. Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, 02-04-Nove, 147–154. https://doi.org/10.1145/3012430.3012510 DOI: https://doi.org/10.1145/3012430.3012510
Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo. Cultura y Educación, 31(2), 232–266. https://doi.org/10.1080/11356405.2019.1603274 DOI: https://doi.org/10.1080/11356405.2019.1603274
Ramírez García, A., & González Fernández, N. (2016). Competencia mediática del profesorado y del alumnado de educación obligatoria en España. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 49, 49–58. DOI: https://doi.org/10.3916/C49-2016-05
Rangel, A. (2015). Propuesta De Un Perfil Digital Teaching Skills : a Profile. Pixel-Bit. Revista de Medios y Educación, 235–248. http://www.redalyc.org/articulo.oa?id=36832959015 DOI: https://doi.org/10.12795/pixelbit.2015.i46.15
Redecker, C. (2020). Marco Europeo para la Competencia Digital de los Educadores: DigCompEdu. In Y. Punie (Ed.), Secretaría General Técnica del Ministerio de Educación y Formación Profesional de España (Originalpublicado en 2017). http://europa.eu/!gt63ch
Rodríguez-García, A., Fuentes Cabrera, A., & Moreno Guerrero, A. (2019). Teaching digital competence for searching , selection , evaluation and storage of information Introducción Las tecnologías de la información y comunic. Revista Interuniversitaria De Formacion Del Profesorado-Rifop, 94, 235–250. https://recyt.fecyt.es/index.php/RIFOP/article/view/73200
Romero-García, C., Buzón-García, O., Sacristán-San-Cristóbal, M., & Navarro-Asencio, E. (2020). Evaluation of a Program for the Improvement of Learning and Digital Competence in Future Teachers Utilizing Active Methodologies. Estudios Sobre Educación, 39(58), 179–205. https://doi.org/10.15581/004.39.179-205 DOI: https://doi.org/10.15581/004.39.179-205
Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability (Switzerland), 12(11), 4782. https://doi.org/10.3390/su12114782 DOI: https://doi.org/10.3390/su12114782
Rozhkova, D., Rozhkova, N., & Blinova, U. (2020). Digital Universities in Russia: Prospects and Problems. In Á. R. T. Antipova (Ed.), Advances in Intelligent Systems and Computing: Vol. 1114 AISC (Springer N, pp. 252–262). https://doi.org/10.1007/978-3-030-37737-3_23 DOI: https://doi.org/10.1007/978-3-030-37737-3_23
Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Mon, F. (2020). The digital competence of university students: a systematic literature review. Aloma: Revista de Psicologia, Ciències de l’Educació i de l’Esport, 38(1), 63–74. https://doi.org/10.51698/aloma.2020.38.1.63-74 DOI: https://doi.org/10.51698/aloma.2020.38.1.63-74
Sarango-Lapo, C. P., Mena, J., & Ramírez-Montoya, M. S. (2021). Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0. Sustainability, 13(18), 10034. https://doi.org/10.3390/su131810034 DOI: https://doi.org/10.3390/su131810034
Torres, Á. (2018). Thesaurus: Palabra clave. Revista Comunicar. https://www.revistacomunicar.com/wp/escuela-de-autores/thesaurus-palabra-clave/
Tous, M. G., & Salim Mattar, V. (2012). The keys of the key words in scientific articles. Revista MVZ Córdoba, 17(2), 7–9.
Trilling, B. (2002). 21st CENTURY STUDENT OUTCOMES. http://www.p21.org/our-work/p21-framework UNESCO. (2013). Guidelines on Adaptation of the UNESCO ICT Competency Framework for Teachers: Methodological Approach on Localization of the UNESCO ICT-CFT.
Urrutia, G., & Bonfill, X. (2010). PRISMA_Spanish.pdf. In Medicina Clínica (Vol. 135, Issue 11, pp. 507–511). http://es.cochrane.org/sites/es.cochrane.org/files/public/uploads/PRISMA_Spanish.pdf DOI: https://doi.org/10.1016/j.medcli.2010.01.015
Uvidia María, Cisneros Barahona Andrés, & Javier, V. (2017). Minería de Datos de la Evaluación Integral del Desempeño Académico de la Unidad de Nivelación. Descubre, 44–54. DOI: https://doi.org/10.36779/mktdescubre.v09.127
Vallejo, A. P., & Aguayo, B. B. (2021). Digital Competences in European University Teaching Staff: Teaching and Guidance. In Advances in Intelligent Systems and Computing: Vol. 1367 AISC (pp. 3–11). https://doi.org/10.1007/978-3-030-72660-7_1 DOI: https://doi.org/10.1007/978-3-030-72660-7_1
Vivar, D. M. (2014). Ramón Cózar Gutiérrez y Ma del Valle de Moya Martínez (coords.) (2013) Las TIC en el aula desde un enfoque multidisciplinar. Aplicaciones practices. Barcelona: Octaedro. ENSAYOS. Revista de La Facultad de Educación de Albacete, 29(2), 181–182. https://doi.org/10.18239/ensayos.v29i2.645
Wu, C. M. (2014). Applied technology with electronic materials and information in autonomous learning of learners. Advanced Materials Research, 951, 177–180. https://doi.org/10.4028/www.scientific.net/AMR.951.177 DOI: https://doi.org/10.4028/www.scientific.net/AMR.951.177
Xie, Y., Yin, R., Chang, Y., Wu, W., & Ni, M. (2014). Current status and solutions towards the construction and sharing of digital educational resources in colleges and universities. Proceedings - 2014 International Conference of Educational Innovation Through Technology, EITT 2014, 244–249. https://doi.org/10.1109/EITT.2014.46 DOI: https://doi.org/10.1109/EITT.2014.46
Zepeda, H., Méndez, M. E., & Galván, H. (2019). Evaluación de la Competencia Digital en Profesores de Educación Superior de la Costa Norte de Jalisco. Revista Iberoamericana de Producción Académica y Gestión Educativa, 6(11).
Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2019). An empirical study of students and teaching staff’s digital competence in Western China: Based on a case study of gansu agricultural university. ACM International Conference Proceeding Series, 1012–1019. https://doi.org/10.1145/3362789.3362924 DOI: https://doi.org/10.1145/3362789.3362924
Zhao, Yu, Sánchez-Gómez, M. C., & Pinto-Llorente, A. M. (2020). Digital Competence in higher education:A case study of teachers’ perception of working with technologies. ACM International Conference Proceeding Series, 206–210. https://doi.org/10.1145/3434780.3436561 DOI: https://doi.org/10.1145/3434780.3436561
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Os autores/as que publicam nesta revista concordam com os seguintes termos:
- Os autores/as terão os direitos morais do trabalho e cederão para a revista os direitos comerciais.
- Um ano após a sua publicação, a versão do editor estará em acesso aberto no site da editora, mas a revista manterá o copyright da obra.
- No caso dos autores desejarem asignar uma licença aberta Creative Commons (CC), poderão a solicitar escrevendo a publishing@eagora.org.
