Proposal for the deployment and validation of methodological digital competence in education degrees (ARMIF 20101 2017)

Finantial Entity: 
Generalitat de Catalunya. Programa MIF
June 2018 to December 2019

In the society of the beginning of the 21st century, characterized as a knowledge society, the school institution can not remain alien to the rhythms of current change, so that innovation is one of its main and priority tasks. And it is obvious that one of the most profound changes and innovations we have experienced in recent years has come hand in hand with digital technologies. Therefore, the school, if you want to prepare for real life in the short, medium and long term, can not be left out of the current information ecosystem: digital media are decisive in this regard and are already an inseparable part of this life, although it is quite likely that there tend to be implications where technology seems a simple matter of fashion or a consumerist demand. Precisely for this last reason, it is even more necessary to know the digital tools and make an ethical, reflective, responsible and healthy use at school and at home.

In line with this argument, over the last three decades, and more sharply in the last fifteen years, a new teaching competence has been taking shape. It has done so in parallel to the expansion of Information and Communication Technologies (ICT) in society and, above all, from its incorporation into the school. It is the digital teaching competence (CDD).

As specified in Resolution ENS / 1356/2016 for the definition of the Digital Teaching Competency (Department of Education, 2016), one of the factors that most affect the task that teachers and professors carry out in schools are associated with their competence as teachers. The teaching competence determines, to a large extent, the quality of its educational activity beyond other circumstances -such as the socioeconomic environment, the profile of the center, the availability of resources, the characteristics of the students, etc.- that also condition their professional activity. As we said at the beginning, currently, and taking into account that the context in which their professional activity is developed, a digital environment and often highly technified, it is necessary to talk about the digital competence of the teacher.

For its part, in 2011, UNESCO pointed to some bases in reference to the digital competence of teachers, and indicated that it is not enough for teachers to have ICT skills and be able to teach them to their students, but they must also master digital tools to help students acquire the necessary skills to become autonomous citizens, integrated into a current society while developing their capacity to learn throughout life in a continuous manner. Some countries, concerned about the digital training of their children and young people, have realized that the development of the digital competence of school necessarily implies an optimal preparation of their teaching staff in order to respond to the needs and characteristics of the school on the actual society. That is why some of them have carried out different initiatives to ensure that teachers have an adequate level of CDD and guarantee, at the same time, that they are trained to contribute to the development of the digital competence of the school population.

The same interest has shown professional associations and prestigious international organizations to guide the discourse in this same direction. The International Society for Technology in Education (ISTE) stands out, and in 2000 it published a first version of the national ICT standards for teachers. Standards that were updated in 2008. And UNESCO, which, after an initial version of digital teaching competences published in 2008, unveiled its ICT Competency Framework for Teachers in 2011.

Research objectives

1. Mapping the different educational curricula of Catalonia participating in the search to

a. Categorize current course dimensions of the CDM according to

i. Subjects and basic subjects (obligatory);

ii. Matters and disciplinary subjects (didactic);

iii. Optional assignatures;

iv. Practicums and TFG s

b. Validate the resulting grill

2. Design, create and validate the structure of the student learning folder of the CDM

3. Design, develop and validate work guides and practical guidelines for teachers to incorporate the dimensions of the CDM in the different subjects

4. Document and disseminate the results of the research through a website

5. Design the training structure necessary to achieve accreditation in CDD (CDI + CDM)

Global Provision: € 25,000.00

Project members: 

Enric Brescó (UdL), Joaquín Gairín (UAB), Juan González Martínez (UdG), Montse Guitert (UOC), Marta Marimon (UVic-UCC), Cristina Mercader (UAB), Elena Ojando (URL), Ramon Palau (URV), Miquel Àngel Prats (URL-coordinador), Joan Anton Sánchez (UB), Jordi Simon (URL)

Campus d'excel·lència internacional U A B