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STATE-OF-THE-ART REPORT
E-DUCATION: TEACHING AND LEARNING AFTER 2020
El proyecto "E-DUCATION: TEACHING AND LEARNING AFTER 2021" está cofinanciado por el programa Erasmus+ de la Unión Europea. El contenido de esta publicación es responsabilidad exclusiva del consorcio de miembros del Proyecto E-DUCATION (FDSM, UNIR, CONECTA 13, UCO –Spain-, EUROLINGUE, ISTITUTO ABRAHAM LINCOLN, CREATIV- Italy- y AGRUPAMENTO DE ESCOLAS RAINHA SANTA ISABEL –Portugal-) y ni la Comisión Europea, ni el Servicio Español para la Internacionalización de la Educación (SEPIE) son responsables del uso que pueda hacerse de la información aquí difundida.
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e-ducation
5. SURVEY RESEARCH.
5. RECOMMENDATIONS AFTER LIT. REV.
4. CONCLUSIONS OF LIT. REV.
8. RECOMMENDATIONS
7. CONCLUSIONS OF SURVEY
3. LITERATURE REVIEW
2. METHODOLOGY
1. OBJECTIVES
OUR FOCUS
2.
1.
To consider how can Teacher’s Digital Competence be assessed.
To analyze our partners’ digital context as an approach to teachers’ digital competence.
OBJECTIVES
Literature review
Survey
METHODOLOGY
2.
1.
How can the digital competence be certified using the Common Digital Competence Framework for Teachers?
3.
How can teachers' digital competence be assessed (using the Common Digital Competence Framework for Teachers)?
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What instruments, processes and strategies can be applied in this assessment process?
LITERATURE REVIEW: QUESTIONS
- Database of articles taken from Web of Science and Scopus.
- N (number of articles) = 303 articles
- In-depth review of 22 articles which are particularly relevant for our project
CORPUS OF RESEARCH ARTICLES
Of the literature review
CONCLUSIONS
Articles published per year
Growing interest of the topic “assessment of teachers’ digital competence”
Concepts studied in the articles
Thematic analysis of articles
In the last years, marked in yellow, some terms seem to emerge strongly: a. professional development b. certification and accreditation.
Digital competence is the key term of the articles analysed in this literature review revolve, and its study is relatively recent.
Therefore, there is a trend in the scientific production studies towards the study of professional development and digitalisation as key professional tools for the 21st century, as well as the digital certification of institutions and their staff.
findings:
Performance tests are the most informative and realistic ones. However, they are the least frequently used tests according to the literature.
Self-perception and self-assessment tests are the least informative (and potentially misleading) ones. However, their reduced cost makes them the most frequently used types of tests.
Three types of tests appear in the literature:
- Self-perception and
- Knowledge tests
- Performance or
Teachers’ competences remain a black box of the educational system.
The number of studies concerning teachers’ digital competence is much more limited than the number of similar studies concerning students’ digital competence.
findings:
after literature review
recommendations
(That is the objective of the survey we have performed.)
4. The school context should be analysed as the ecological environment where teachers’ digital competence is developed.
2. The participation of various assessors allowing for hetero-, self- and co-assessment 3. The possibility of partial or modular certifications linked to dimensions or sub-competences of digital competence in teaching.
1. Assessment must be carried out through a variety of tools (knowledge tests, problem-solving tests, competence perception questionnaires, observation, autoethnography, etc.)
recommendations:
survey research
participants:
*Google users. *Teams not present in the sample.
Technological profile
*Windows-based computers (desktop and laptop) *Chromebooks growing
Technological profile
* Infrastructural changes: an initial stage of digital transformation is observed.
Technological profile
*Main difficulties are infrastructural (availability of devices, good connection, etc.) Infrastructures are part of an initial stage of digital transformation.
Technological profile
* Participants express moderate to high impact of technology in their teaching.
impact of technology
* Mainly, individualistic approach outside working hours * Growing trend: whole-school teacher training activities
teacher training
* Disparity in the perception of impact of teacher training on learning: from low to high * Absence of reliable assessment of teacher training impact
teacher training: impact on learning
* Disparity in the perception of impact of teacher training on learning resources: from low to high * Absence of reliable assessment of teacher training impact
teacher training: impact on resources
* Perception of impact of technology on teachers’ work from medium to high * Teachers’ work change although the impact on learning is questionable * Need of fine-tuned assessment
Digital transformation: perception of impact on teachers’ work
* Flipped classroom and Cooperative Learning are the most relevant trends * Methodologies which promote students’ agency (PBL and Service Learning) and engagement (Gamification) are growing
emergent pedagogies
* Growing trend: the use of portfolios * Surprisingly strong agreement on automatic computer evaluation
emergent pedagogies: assessment
conclusions
In our sample, the school context for the development of teachers’ digital competence is that of an initial stage of digital transformation.
The school context can provide clues to understand the development of teachers’ digital competence.
New methods to assess teachers’ digital competence are required: more contextualised, more task-based, more efficient and reliable and less dependent on self-perception.
conclusions
Teachers’ digital competence is gradually provoking a change in teaching competence through emergent pedagogies.
Teachers’ digital competence has been developed through individualistic activities - although whole-school teacher training activities are growing.
Schools are worried about infrastructural problems, which seem not to be totally solved.
conclusions
The impact of these changes on learning should be analysed in a valid and reliable way.
conclusions
recommendations
Adoption of a school digital plan to organize digital transformation at three levels: infrastructures, school organization and pedagogy.
Design of teacher training itineraries to promote students’ agency through active methodologies
On-site analysis of teachers’ technological practices to prove the impact of digital transformation on teaching.
recommendations
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