A rubric to evaluate the digital competence of the university teacher in the Latin American context
DOI:
https://doi.org/10.21556/edutec.2018.63.1091Keywords:
teaching digital competence, evaluation, information and communication technologies, higher education, teacherAbstract
The digital competence of teachers is an essential professional competence in a digital society impregnated with technology. In the university, teachers must make effective use of digital technologies to lead processes of innovation and change.
In view of the need to define teachers digital competence, there emerges the need to evaluate it. Using the focus group methodology, we adapted an instrument developed in Spain for the Catalan context to be used in the Latin American context. We propose an evaluation rubric consisting of 22 descriptors, grouped in 4 dimensions and with indicators defined for 4 levels of development per descriptor. This instrument can be used in evaluation processes at universities, both in a self-evaluation and in an external evaluation mode.
Funding
Ministerio de Economía y Competitividad. Proyecto Simul@b (ref. EDU2013-42223-P)
Agència d'Ajuts Universitaris i de Recerca. Projecte 2015 ARMIF 00035
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