The students, future citizens of the digital society, already from primary education need to acquire a set of competences, including the Digital Competence (CD), which will be fundamental for the correct and effective use of mobile technological devices (Jubany, 2015) so present in everyday life and still very little integrated into the learning processes. During the last decade, several investigations have been carried out aimed at defining the CD.
We started the approach to the Digital Teacher Competence (CDD) with the first document published by an official UNESCO body (2011) that defines some bases in reference to this competence indicating that it wasn’t enough for teachers to develop the competence of Information Technologies and Communication (ICT) to teach it to their students, but the teacher of the digital age will also have to have the ability to master the digital tools to ensure that their students will develop the necessary skills to integrate in a digital context (from the personal, professional and social perspective) in which they will have to learn throughout their lives in a permanent way.
If we compare the referents of the different frameworks, we see that they are more focused on the literacy processes than on the development of the CDD itself, while the models focus more on the processes of application of ICT in the educational context. The proposals of the last years go a step further and incorporate, also, the digital professional development processes of the teacher.
This CDD oriented to its pedagogical practice in the classroom, has been called Digital Methodological Competence (CDM) (Generalitat de Catalunya, 2013, 2016) and it’s from this that the 5 dimensions and 22 descriptors have been specifying related indicators and 3 levels of development (beginner, medium and expert) from the achievement of these indicators (Generalitat de Catalunya, 2016).
With the need to train teachers in CDD, the need to evaluate them is associated. In addition to identifying which are the components of the CDD, it’s necessary to know what are the different levels of development of the same and have tools, self-perception and evaluation, allowing us to make a gradation of these in order to guide teachers on their competence situation and where to guide it to move forward (Lázaro and Gisbert, 2015).
Currently there are different instruments and tests for the evaluation and accreditation of the CD and the CDD. Its diversity has to do with two aspects: the general approach and the measurement and evaluation procedures of the instruments analyzed in the works of we find different types (Calvani et al., 2009, Esteve & Gisbert, 2013, Larraz, 2012, Esteve-Mon, 2015, Lázaro, 2015).
Taking as a frame of reference the results of the projects (2014 ARMIF 00039 and 2015 ARMIF 00037) and of the previous studies focused on the evaluation of CDs and CDDs, the general objective set for us in this project is the development and validation at the Catalan University System, of an instrument and a CDD evaluation strategy that allows us, first, to determine if the future teacher is CD and, second, to be able to determine which level of development of the CDD is based on the 3 levels defined (Generalitat de Catalunya, 2016) reckoning that the formation of the degrees in Education should ensure, at least, the initial level of development of the competition.
The specific objectives are:
1. Review and adapt from the interuniversity perspective the evaluation tool of the CDD developed in the ARMIF2015 project to design the system version of it.
2. Make a pilot test of the application of the tool in all the participating universities in the project using a representative sample of students.
3. Adapt and contextualize the evidence collection strategy for CDD evaluation
4. Make a pilot test of the process of gathering evidence for the evaluation of each University to be able to configure a type strategy.
5. Review, from the interuniversity perspective, the CDD certification model and strategy to adjust it to the needs and general characteristics of the system.
6. Carry out a pilot test of the certification process of the CDD in the last course of the degrees of education in all the universities participating in the project.
7. Define the recommendations, as a guide, to incorporate, at the time of access to the professional career, the requirement of having the initial level of CDD certified.
Global Provision: € 25,000.00
Xavier Carrera Farran. (UDL), Jordi Chumillas Coromina. (UVic-UCC), Meritxell Estebanell (UdG), Francesc Esteve. (UJI), Vanessa Esteve González. (URV), Anna Forés Miravilles. (UB), Joaquín Gairín Sallán (UAB), Mercè Gisbert Cervera. (URV, coordinadora), Virgínia Larraz Rada. UdeAndorra), José Luís Lázaro Cantabrana. (URV), Marta Marimon Martí (UVic-UCC), Cristina Mercader Juan (UAB), Elena Ojando Pons. (URL), Teresa Romeu. (UOC), Anna Sánchez Caballé. (URV), Teresa Sancho (UOC) i Mònica Sanromà Jiménez. (URV)