The Concept of Teacher Digital Competence: A Literature Review

The Concept of Teacher Digital Competence: A Literature Review

The implementation of digital technologies in teaching has demonstrated the importance of teacher digital competence (TDC) as a key element in educating 21st-century citizens. The complex nature of TDC makes it challenging to find a definition that encompasses the full meaning of the term. This pape...

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主要な著者: Verdú-Pina, María, Lázaro-Cantabrana, José Luis, Grimalt-Álvaro, Carme, Usart, Mireia
フォーマット: Online
言語:spa
出版事項: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
オンライン･アクセス:https://redie.uabc.mx/redie/article/view/4586
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spelling redie-article-45862024-05-03T18:45:22Z The Concept of Teacher Digital Competence: A Literature Review El concepto de competencia digital docente: revisión de la literatura O conceito de competência digital do professor: revisão da literatura Verdú-Pina, María Lázaro-Cantabrana, José Luis Grimalt-Álvaro, Carme Usart, Mireia competencias del docente formación de docentes TIC teacher qualifications educational personnel training ICT competências docentes formação de professores TIC The implementation of digital technologies in teaching has demonstrated the importance of teacher digital competence (TDC) as a key element in educating 21st-century citizens. The complex nature of TDC makes it challenging to find a definition that encompasses the full meaning of the term. This paper offers a systematic literature review based on the PRISMA Statement, analyzing the definitions of TDC in 31 publications with the aim of identifying their similarities and differences and reviewing their relationship with the dimensions that make up TDC. The results show an imbalance in the dimensions present, and notably, an almost universal absence of the relational, ethical and security dimension. The paper concludes by offering an integrative definition of TDC that enables teachers and educational institutions to understand the scope of this professional competence. La incorporación de las tecnologías digitales en la enseñanza ha evidenciado la importancia de la competencia digital docente (CDD) como elemento clave para formar a los ciudadanos del siglo XXI. La CDD es una competencia compleja y no resulta sencillo encontrar una definición que recoja la globalidad del término. En este artículo se presenta una revisión sistemática de la literatura con base en el modelo de la Declaración PRISMA, donde se analizan las definiciones de la CDD presentes en 31 publicaciones con el objetivo de identificar sus similitudes y diferencias, y revisar su relación con las dimensiones que la componen. Los resultados muestran un desequilibrio en la presencia de sus dimensiones, destacando la ausencia casi generalizada de la dimensión relacional, ética y seguridad. Se concluye con la propuesta de una definición integradora de la CDD que permita a docentes y entidades educativas conocer el alcance de esta competencia profesional. A incorporação das tecnologias digitais no ensino tem mostrado a importância da competência digital docente (CDD) como elemento chave para formar os cidadãos do século XXI. A CDD é uma competência complexa e não é fácil encontrar uma definição que abranja a totalidade do termo. Este artigo apresenta uma revisão sistemática da literatura com base no modelo da Declaração PRISMA, onde são analisadas as definições da CDD presentes em 31 publicações com o objetivo de identificar suas semelhanças e diferenças, e revisar sua relação com as dimensões que a compõem. Os resultados mostram um desequilíbrio na presença de suas dimensões, destacando a ausência quase generalizada da dimensão relacional, ética e segurança. Conclui-se com a proposta de uma definição integradora da CDD que permita aos docentes e entidades educativas conhecer o alcance desta competência profissional. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-04-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4586 10.24320/redie.2023.25.e11.4586 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-13 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-13 1607-4041 spa https://redie.uabc.mx/redie/article/view/4586/2394 https://redie.uabc.mx/redie/article/view/4586/2395 https://redie.uabc.mx/redie/article/view/4586/2410 https://redie.uabc.mx/redie/article/view/4586/2402 Derechos de autor 2023 María Verdú-Pina, José Luis Lázaro-Cantabrana, Carme Grimalt-Álvaro, Mireia Usart https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Verdú-Pina, María
Lázaro-Cantabrana, José Luis
Grimalt-Álvaro, Carme
Usart, Mireia
spellingShingle Verdú-Pina, María
Lázaro-Cantabrana, José Luis
Grimalt-Álvaro, Carme
Usart, Mireia
The Concept of Teacher Digital Competence: A Literature Review
author_facet Verdú-Pina, María
Lázaro-Cantabrana, José Luis
Grimalt-Álvaro, Carme
Usart, Mireia
author_sort Verdú-Pina, María
title The Concept of Teacher Digital Competence: A Literature Review
title_short The Concept of Teacher Digital Competence: A Literature Review
title_full The Concept of Teacher Digital Competence: A Literature Review
title_fullStr The Concept of Teacher Digital Competence: A Literature Review
title_full_unstemmed The Concept of Teacher Digital Competence: A Literature Review
title_sort concept of teacher digital competence: a literature review
description The implementation of digital technologies in teaching has demonstrated the importance of teacher digital competence (TDC) as a key element in educating 21st-century citizens. The complex nature of TDC makes it challenging to find a definition that encompasses the full meaning of the term. This paper offers a systematic literature review based on the PRISMA Statement, analyzing the definitions of TDC in 31 publications with the aim of identifying their similarities and differences and reviewing their relationship with the dimensions that make up TDC. The results show an imbalance in the dimensions present, and notably, an almost universal absence of the relational, ethical and security dimension. The paper concludes by offering an integrative definition of TDC that enables teachers and educational institutions to understand the scope of this professional competence.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4586
_version_ 1798984269437075456

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