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Advisor(s)
Abstract(s)
This study aimed to evaluate the level of digital competence of a group of
17 teachers by applying a questionnaire of the European Digital Competence Frame-
work for Educators DigCompEdu [1]. With this information, we aimed to evaluate
which are the areas of mastery and use of digital technologies in which there is less
development of skills and use of these technologies when these professionals work
in the classroom. This diagnostic will be part of a pilot study that will be the mate-
rials and methods of a study of bigger proportions, with a larger number of teachers.
Therefore, the participants accessed the questionnaire on the DigCompEdu plat-
form, and we collected their answers. The answers were analyzed and the teachers’
scores allowed to classify them into six levels of digital competence based on the
metrics proposed by DigCompEdu questionnaire. The results allowed us to identify
that most teachers present intermediary levels of digital competence development,
being classified with the general score B2 and present a good comprehension of the
use of technological resources in the classroom. However, they not always show the
necessary criticism and history of experimentation to dare to implement different
tools. Finally, it was possible to identify the existing gaps in the digital competence
of teachers, making it possible to map the points that need to be worked on, thus
allowing these teachers to make autonomous and assertive decisions regarding their
professional training.
Description
Keywords
Digital compentece DigCompEdu Pilot study
Citation
Andrade, Gustavo; Silva, Sani; Meirinhos, Manuel; Dutra, Alessandra (2023). Assessment of Digital Teaching Skills: a pilot study based on the precepts of Digcompedu. In Anabela Mesquita; António Abreu; João Vidal Carvalho; Cristina Helena Pinto de Mello (Eds.) International Conference in Information Technology and Education, ICITED 2022. Rio de Janeiro: Springer Science and Business Media. p. 491-500. ISBN 978-981-19-6584-5
Publisher
Springer Science and Business Media