Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors

Authors

DOI:

https://doi.org/10.33448/rsd-v11i9.30725

Keywords:

Digital competence of educators; DigCompEdu; Digital technologies; Higher Education; Teaching.

Abstract

Educators' digital competence is essential for the promotion of teaching strategies concatenated with the digital society's demands. The aim of this study is to analyze the digital competence of 39 university professors in Santo Amaro, Bahia State, Brazil, pointing out formation paths for development of educational practices able to promote learning in digital environments. It is configured as an exploratory and descriptive research, with a quantitative approach, using the self-assessment scale from Digital Competence of Educators (DigCompEdu). Out of the 39 responding university teachers, 18 were of the female gender (46.2%) and 21 male gender (53.8%), with ages varying between 25 and 62 years. The results related to the different scopes revealed a mean value (44 points) that locates the participating educators in level B1 (integrator), close to level B2 (which begins with 48 points). The professors surveyed revealed gaps at the digital competence related with the role of the online reflective practice; application of digital technologies in the teaching and learning process and assessment practices with the support of digital technologies; indicating the need for continuing professor education in order to mitigate the evidenced gaps.

Author Biographies

Eniel do Espírito Santo, Federal University of Bahia's Recôncavo

PhD in Education with Post-doctorate in Education. Professor at the Center for Exact and Technological Sciences (CETEC) at the Federal University of Bahia's Recôncavo (UFRB). Professor in both in the Master's Program in Science Education, Inclusion and Diversity, at UFRB and in the Master's Program Interdisciplinary Studies on the University, at Federal University of Bahia (UFBA). Vice coordinator of the Research Group Educational Technologies, Robotics and Physics (G-TERF) and member of the Research Group Training and Research in Teaching Practices (FIPE). Evaluator of the National System for Evaluation of Higher Education by Ministry of Education, Brazil.

Sara Dias-Trindade, University of Coimbra

PhD in History - Didactics of History and with postdoc  in the area of ​​Educational Technologies, both by the University of Coimbra. Invited Assistant Professor in the Department of History, European Studies, Archeology and Arts of the Faculty of Letters of the University of Coimbra. Researcher at the Digital Humanities Group and at the Nucleo for Studies in Pedagogy in Higher Education at the Center for Interdisciplinary Studies (CEIS20-UC) of the University of Coimbra, currently integrating the coordination team of the Center.

Rafaela Santos dos Reis, Federal University of Bahia's Recôncavo

Graduated in Interdisciplinary Bachelor in Culture, Languages and Applied Technologies at the Federal University of the Recôncavo da Bahia. Fellow of the Institutional Program for Scientific Initiation Scholarship by the Federal University of Bahia's Reconcavo in the research project: Digital Teacher Competencies (DIGCOMPEDU): a Self-Assessment Scale for Teachers (2019- 2020).

References

Albion, P., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers' professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20 (4), 655-673. Retrieved May 04, 2022 from https://doi.org/10.1007/s10639-015-9401-9

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado‑Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 9 (8), 1-16. Retrieved June 04, 2022 from https://doi.org/10.1186/s41239-021-00312-8

Brazil. (2017). Ministério da Educação. Base Nacional Comum Curricular. Brasília, MEC/2017. Retrieved August 03, 2020 from http://basenacionalcomum.mec.gov.br/abase/#introducao

Cabero-Almenara, J., Romero-Tena, R., & Palacios-Rodríguez, A. (2020). Evaluación de los Marcos de Competencias Digitales Docentes mediante juicio de experto: utilización del coeficiente de competencia experta. Journal of New Approaches in Educational Research, 9 (2), 275–283. Retrieved June 04, 2022 from https://doi.org/10.7821/naer.2020.7.578

Choi, H., Chung, S. Y., & Ko, J. (2021). Rethinking Teacher Education Policy in ICT: Lessons from Emergency Remote Teaching (ERT) during the COVID-19 Pandemic Period in Korea, Sustainability, 13 (10), 1-15. Retrieved June 04, 2022 from https://doi.org/10.3390/su13105480

Decuypere, M., Grimaldi, E., & Landri, P. (2021). Introduction: Critical studies of digital education platforms, Critical Studies in Education, 62 (1), 1-16. Retrieved June 04, 2022 from https://doi.org/10.1080/17508487.2020.1866050

Dias-Trindade, S. & Moreira, J. A. (2017). A Emergência do Mobile Learning e os Novos Desafios Formativos para a Docência em Rede. In: Torres, P. (Ed.) Redes e mídias sociais (pp. 41-57). Appris.

Dias-Trindade, S., & Moreira, J. A. (2018). Avaliação das competências e fluência digitais de professores no ensino público médio e fundamental em Portugal. Revista Diálogo Educacional, 18 (58), 624-644, Jul/Sep. Retrieved August 15, 2020 from http://10.7213/1981-416X.18.058.DS02

Dias-Trindade, S., Moreira, J. A., & Nunes, C. S. (2019) Escala de autoavaliação de competências digitais de professores. Procedimentos de construção e validação. Texto Livre: Linguagem e Tecnologia, 12 (2), 152-171, May 2019. Retrieved August 02, 2020 from http://www.periodicos.letras.ufmg.br/index.php/textolivre/article/view/14921/1125612563

Dias-Trindade, S., & Ferreira, A. G. (2020). Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency, Icono 14, 18 (2), 162-187. Retrieved June 06, 2021 from DOI: 10.7195/ri14.v18i1.1519.

Dias-Trindade, S., Moreira, J. A., & Ferreira, A. G. (2020). Assessment of university teachers on their digital competences. QWERTY, Open and Interdisciplinary Journal of Technology, Culture and Education, 15 (1), 50-69. Retrieved August 2, 2020 from http://www.ckbg.org/qwerty/index.php/qwerty/article/view/341/296

Díaz, R. P. (2019). Percepciones actitudinales hacia la competencia digital docente del profesorado universitario formador de maestros en Rep. Dominicana. Aula: Revista de Pedagogía de la Universidad de Salamanca, 25, 223-239. Retrieved June 04, 2022 from http://dx.doi.org/10.14201/aula201925223239

Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: an analysis of current frameworks. In: Ravenscroft, S. A., Lindstaedt, C., Delgado, K., & Hernández-Leo, D. (Eds.). Proceedings 7thEuropean Conference on Technology Enhanced Learning, EC-TEL, New York , pp. 79-92. Retrieved June 04, 2022 from https://www.researchgate.net/publication/313535383_Understanding_digital_competence_in_the_21st_century_An_analysis_of_current_frameworks

Figueiredo, A. D. (2016). Por uma escola com futuro... para além do digital. Nova Ágora - Revista, 5, 19-21, Sep. Retrieved August 15, 2020 from https://www.researchgate.net/publication/309124131/download

Fraile, M. N., Peñalva-Vélez, A., & Mendióroz Lacambra, A. M. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Educational Sciences, 8 (3), 1-12. Retrieved June 04, 2022 from https://doi.org/10.3390/educsci8030104

Garcez, A., Silva, R., Franco, M. (2022). Digital transformation shaping structural pillars for academic entrepreneurship: a framework proposal and research agenda. Education and Information Technologies, 27, 1159–1182. Retrieved June 06, 2022 from https://doi.org/10.1007/s10639-021-10638-5

Marconi, M. A., & Lakatos, E. M. (2022). Fundamentos da metodologia científica (9. ed.). Atlas.

Mattar, J., Piovezan, M. B., Souza, S., Santos, C. C., & Santos, A. I. (2020). Apresentação crítica do Quadro Europeu de Competência Digital (DigComp) e modelos relacionados. Research, Society and Development, 9(4), e172943062. Retrieved June 25, 2022 from https://doi.org/10.33448/rsd-v9i4.3062

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. Retrieved May 04, 2022 from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC107466/pdf_digcomedu_a4_final.pdf

Santo, E. E., Lima, T. P. P., & Oliveira, A. D. (2021). Digital competencies of educators: from praxis self-assessment to training needs. Obra Digital, 21, 113–129. Retrieved June 20, 2022 from https://doi.org/10.25029/od.2021.323.21

Silva, K. K. A., & Behar, P. A. (2022). Parâmetros para construção de Modelos Pedagógicos baseado em Competências Digitais transversais na Educação a Distância. Research, Society and Development, 11(8), e12411830287. Retrieved June 20, 2022 from https://doi.org/10.33448/rsd-v11i8.30287

Silva, K. K. A., Machado, L. R., & Behar, P. A. (2022). Competências digitais na educação . In: Behar, P. A., & Silva, K. K. A. (Eds.). Competências Digitais em educação: do conceito à prática (pp. 11–34). Artesanato Educacional.

United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development, Department of economic and social affairs. Retrieved June 24, 2022, from https://sdgs.un.org/2030agenda

Wang, E.; Myers, M. D., & Sundaram, D. (2012). Digital natives and digital immigrants: towards a model of digital fluency. Proceedings European Conference on Information Systems, ECIS 2012, 39. Retrieved May 5, 2022, from http://aisel.aisnet.org/ecis2012/39

Downloads

Published

08/07/2022

How to Cite

SANTO, E. do E.; DIAS-TRINDADE, S.; REIS, R. S. dos. Self-Assessment of Digital Competence for Educators: a Brazilian Study with University Professors. Research, Society and Development, [S. l.], v. 11, n. 9, p. e26311930725, 2022. DOI: 10.33448/rsd-v11i9.30725. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/30725. Acesso em: 18 apr. 2024.

Issue

Vol. 11 No. 9

Section

Education Sciences

License

Copyright (c) 2022 Eniel do Espírito Santo; Sara Dias-Trindade; Rafaela Santos dos Reis

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.