Teachers' perceptions of digital competences and their use for digital well-being: a mixed analysis on the extension of the DigCompEdu framework
DOI:
https://doi.org/10.21556/edutec.2024.87.2967Keywords:
digital competence, ICT, DigCompEdu, educationAbstract
Multiple frameworks offer proposals to the challenge of the digital competence of educators and learners. In recent years, the DigCompEdu model has been promoted and adopted by the Spanish and Catalan educational context.
However, the pandemic has increased the challenges in reference to digital literacy, and this leads to the proposal within the DigCompEdu framework the extension of 1) Professional competence and 2) Creation of the dimension "Social Competences and Communication"
Based on this proposal, the research uses a mixed methodology to a sample of professionals (N=43) accessible by convenience. First, they answered an individual questionnaire; and then a group discussion on the implementation in the Catalan context and the extension of the framework.
The results, through the descriptive and qualitative analysis of their responses, confirm that in-service teachers value positively the extension of the DigCompEdu model in the proposed sense, as it reflects some of the new challenges and concerns of teachers.
Funding
Erasmus
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References
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