Análisis de Marcos de Competencia Digital Docente para la Formación inicial de profesorado en seguridad digital

  1. Torres-Hernandez, Norma 1
  1. 1 Universidad de Granada, España
Journal:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Year of publication: 2023

Issue Title: Digital and 21st Century Skills: New Challenges in Higher Education

Volume: 16

Issue: 31

Pages: 56-68

Type: Article

DOI: 10.55777/REA.V16I31.5407 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estilos de aprendizaje = Journal of Learning Styles

Sustainable development goals

Abstract

The acquisition and improvement of digital competence in teaching during higher education, like any professional competence, requires a set of contents, descriptors, indicators and evidence to guide and orient initial training for its implementation in the future performance of the profession. The aim of this study was to analyse the presence of issues related to the safe, responsible and ethical use of the Internet by analysing current international frameworks, guidelines and initiatives focused on this. After a selection based on documentary analysis and according to the criteria of a classification system, a content analysis was carried out to describe in summary form indicators and dimensions that support teachers in the use of technology and the Internet through safe, responsible and ethical practices. The results present the issues identified in 12 electronic documents that show, from different contexts, the triple role of the teacher as a user, as a facilitator of learning and as a professional in the field of education. Particularly from this analysis it was derived that the aspects guiding these teaching performances can serve as a basis for guiding teacher training needs.

Bibliographic References

  • Alhazmi, M., Alqarni, T., & El Aasar, S. (2022). The Required Competencies for Future Teachers in Light of the Requirements of Intellectual Security and Knowledge Economy Pegem. Journal of Education and Instruction, 12(3), 226-236. https://doi.org/10.47750/pegegog.12.03.24
  • Amador-Alarcón, P., Torres-Gastelú, C., Lagunes-Domínguez, C., Angulo-Armenta, J., Medina-Cruz, H., y Argüello-Rosales, C. (2021). Marcos de competencias digitales relacionados con seguridad para docentes. Pädi Boletín Científico de Ciencias Básicas e Ingeniería de ICBI, 9, 48-22. https://doi.org/10.29057/icbi.v9iEspecial.7490
  • Australian Institute for Teaching & School Leadership [AITSL] (2018). Australian Professional Standards for Teachers. https://cutt.ly/10kPKtE
  • Bardin, L. (2002). Análisis de contenido. Akal.
  • Carrascal, S., De Vicente, A., y Sierra, J. (2020). Transformación e innovación educativa durante la crisis del COVID-19. Estilos y modelos de enseñanza y aprendizaje. Revista de Estilos de Aprendizaje, 13(Especial), 1-5. https://doi.org/10.55777/rea.v13iEspecial.2654
  • Castellanos, A., Sánchez, M., y Calderero, J. (2017). Nuevos modelos tecnopedagógicos. Competencia digital de los alumnos universitarios. Revista Electrónica de Investigación Educativa, 19(1). https://doi.org/10.24320/redie.2017.19.1.1148
  • Centro de Inovação para a Educação Brasileira [CIEB] (2020). Compências digitais em Formação inicial de educadores. https://cutt.ly/O0kPBBu
  • Coalición Latinoamericana para la Excelencia Docente (2022). Compendio Competencias Digitales Docentes. https://cutt.ly/60kP12H
  • Department of Education & Office of Educational Technology [ET & OET]. (2021). Teacher Digital Learning Guide. United States. https://cutt.ly/u0kArzk
  • DQ Institute. (2019). DQ Global Standards Report 2019. Common Framework for Digital Literacy, Skills and Readiness. https://cutt.ly/U0kAtDV
  • Eden, S., Heiman, T., & Olenik-Shemesh, D. (2013). Teachers' perceptions, beliefs and concerns about cyberbullying. British Journal of Educational Technology, 44(6), 1036–1052. https://doi.org/10.1111/j.1467-8535.2012.01363.x
  • Fernandes, A., Morgado, L., y Ferreira, R.A. (2022). Práticas de ensino e aprendizagem online em Macau, Portugal e Brasil: na senda de um modelo pedagógico virtual global pós pandemia. Revista de Estilos de Aprendizaje, 15(30), 130-149. https://doi.org/10.55777/rea.v15i30.4673
  • Fundación Profuturo (2019). Marco global de la competencia educadora de la era digital. http://sl.ugr.es/0cZe
  • Gallego-Arrufat, M., Torres-Hernández, N., & Pessoa, T. (2019). Competencia de futuros docentes en el área de seguridad digital]. Comunicar, 61, 57-67. https://doi.org/10.3916/C61-2019-05
  • Gordillo, A, Barra, E, López-Pernas, S, & Quemada, J. (2021). Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games. Sustainability. 13(15), 8485. https://doi.org/10.3390/su13158485
  • Instituto Nacional de Tecnologías Educativas y Formación del Profesorado [INTEF] (2017). Common Digital Competence Framework for Teachers (CDCFT). https://bit.ly/3KcGFae
  • Instituto Nacional de Tecnologías Educativas y Formación del Profesorado [INTEF] (2022). Marco de Referencia de la Competencia Digital Docente. https://intef.es/wp-content/uploads/2022/03/MRCDD_V06B_GTTA.pdf
  • Kavan S. (2021). Evaluation of the Current Approach to Education of Security Issues at Selected Universities Preparing Future Pedagogues. Sustainability,13(19), 10684. https://doi.org/10.3390/su131910684
  • Kelentric, M., Helland, K., & Arstorp, A. (2017). Framework for teachers’ professional digital competence in Norwegian. https://www.udir.no/
  • Kitchenham, B. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering. EBSE Techical Report. https://cutt.ly/5ilNcw
  • Krumsvik, R.J. (2009). Situated learning in the network society and the digitised school. European Journal of Teacher Education, 32(2), 167-185. https://doi.org/10.1080/02619760802457224
  • Laakso, N., Korhonen, T., & Hakkarainen, K. (2021) Developing students’ digital competences through collaborative game design. Computers & Education 174.104308. https://doi.org/10.1016/j.compedu.2021.104308
  • Lucas, M., y Moreira, A. (2018). DigCompEdu: Quadro europeu de competência digital para educadores. UA Editora – Universidade de Aveiro. http://hdl.handle.net/10773/24983
  • Marín, V., Carpenter, J., & Tur. G. (2020). Pre-service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, 52(2), 519-535. https://doi.org/10.1111/bjet.13035
  • Marín, V., Carpenter, J., Tur, G., & Williamson-Leadley, S. (2022). Social media and data privacy in education: an international comparative study of perceptions among pre-service teachers. Journal of Computers in Education, 1-27. https://doi.org/10.1007/s40692-022-00243-x
  • Ministerio de Educación de la Nación de Argentina (2017). Competencias de Educación digital. http://sl.ugr.es/0cZf
  • Mørk, F., Grüters, R., Skaalvik, C., Grete T., Ove Østerlie, O., Järnerot, A., Humphrey, K., Gjøvik, Ø., & Letnes, M. (2022). Teacher Educators’ Professional Digital Competence in Primary and Lower Secondary School Teacher Education, Nordic Journal of Digital Literacy, 17(1), 46–60. https://doi.org/10.18261/njdl.17.1.4
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
  • Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. [UNESCO] (2018). ICT Competency Framework for Teacher. https://unesdoc.unesco.org/ark:/48223/pf0000265721
  • Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. In Y. Punie (Ed), Publications Office of the European Union. Joint Research Centre (No. JRC107466). https://doi.org/10.2760/159770
  • Redmond, P., Lock, J., & Smart, V, (2018). Pre-service teachers' perspectives of cyberbullying. Computers & Education, 119. 10.1016/j.compedu.2017.12.004
  • Salhab, R., Hashaykeh, S., Najjar, E., Wahbeh, D., Affouneh, S., & Khlaif, Z. (2021). A Proposed Ethics Code for Online Learning During Crisis. International Journal of Emerging Technologies in Learning (iJET), 16(20), 238–254. https://doi.org/10.3991/ijet.v16i20.24735
  • Santos, C., Pedro, N., y Mattar, J. (2022). Percepções dos docentes portugueses do ensino superior em relação a avaliações online. Revista de Estilos de Aprendizaje, 15(30), 83-93. https://doi.org/10.55777/rea.v15i30.4597
  • Secretaría de Educación Pública (2020). Agenda digital educativa. http://sl.ugr.es/0cZg
  • Segrera, J., Paez, H.,y Polo, A. (2020). Competencias digitales de los futuros profesionales en tiempos de pandemia. Utopía y praxis latinoamericana, 25(11). https://doi.org/10.5281/zenodo.4278352
  • Šimandl, V., & Vaníček, J. (2017). Influences on ICT Teachers knowledge and routines in a technical e-safety context. Telematics and Informatics, 34, 1488-1502. https://doi.org/10.1016/j.tele.2017.06.012
  • Torres-Hernández, N., & Gallego-Arrufat, M.-J. (2023). Pre-service teachers’ perceptions of data protection in primary education. Contemporary Educational Technology, 15(1), ep399. https://doi.org/10.30935/cedtech/12658
  • Vieira, C., & Pedro, N. (2021). A integração das TIC na formação inicial de professores: análise de normativos portugueses e europeus. Indagatio Didactica, 13(3), 173-196. https://doi.org/10.34624/id.v13i3.25533
  • Vila-Couñago, E., Regueira, U., & Pernas-Morado, E. (2020). The Safety Area of Digital Competence: A Mixed Method Study in Galician Primary Education Students. iIEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 5(4), 389-398. 10.1109/RITA.2020.3033218.
Data source: Dialnet