dc.creator | Rubio Gragera, María | es |
dc.creator | Cabero Almenara, Julio | es |
dc.creator | Palacios Rodríguez, Antonio de Padua | es |
dc.date.accessioned | 2023-03-29T08:12:38Z | |
dc.date.available | 2023-03-29T08:12:38Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Rubio Gragera, M., Cabero Almenara, J. y Palacios Rodríguez, A.d.P. (2023). Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework. Education Sciences, 13 (4), 1-12. https://doi.org/10.3390/educsci13040336. | |
dc.identifier.issn | 2227-7102 | es |
dc.identifier.uri | https://hdl.handle.net/11441/143659 | |
dc.description.abstract | The utilization of technology in the process of teaching and learning, as well as the
influence of the COVID-19 crisis on education, are widely recognized and interconnected factors.
This investigation is primarily focused on a group of formal education teachers who have received
lile aention to date, teachers from Official Language Schools, which are a part of the Special
Regime Education system of Andalucía, a southern region of Spain, which provides foreign
language education. Specifically, we aim to assess their level of digital proficiency in relation to their
experience and use of information and communication technology (ICT) in the classroom. We also
analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their
teaching practices. One hundred and four teachers took part in the study and answered the
DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of
their digital competence is low, with particular aention needed in the least developed areas, which
is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences
in the variables of ICT experience and confidence. For example, the amount of time spent utilizing
ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we
discuss potential strategies for enhancing digital competence in this educational group and propose
some curriculum content for teacher training in digital competence. | es |
dc.description.sponsorship | NextGeneration EU Funds (European Union) | es |
dc.format | application/pdf | es |
dc.format.extent | 12 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Education Sciences, 13 (4), 1-12. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Digital Competence of Teachers | es |
dc.subject | DigCompEdu | es |
dc.subject | Foreign Language Teaching | es |
dc.title | Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica y Organización Educativa | es |
dc.relation.projectID | RTI2018-097214-B-C31 | es |
dc.relation.publisherversion | https://doi.org/10.3390/educsci13040336 | es |
dc.identifier.doi | 10.3390/educsci13040336 | es |
idus.validador.nota | Pedro Morales | es |
dc.journaltitle | Education Sciences | es |
dc.publication.volumen | 13 | es |
dc.publication.issue | 4 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 12 | es |
dc.contributor.funder | R+D+I DIPROMOOC project | es |