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A Review and Comparative Study of Teacher's Digital Competence Frameworks: Lessons Learned

A Review and Comparative Study of Teacher's Digital Competence Frameworks: Lessons Learned
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Author(s): Li Yang (University of Salamanca, Spain), Alicia García-Holgado (University of Salamanca, Spain) and Fernando Martínez-Abad (University of Salamanca, Spain)
Copyright: 2021
Pages: 21
Source title: Information Technology Trends for a Global and Interdisciplinary Research Community
Source Author(s)/Editor(s): Francisco J. García-Peñalvo (University of Salamanca, Spain)
DOI: 10.4018/978-1-7998-4156-2.ch003

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Abstract

The current technological revolution has reached all social classes, and its educative use by teachers has gone noticed. This chapter provides a comprehensive overview of the six main international frameworks published from 2010 until now. The first objective of this work is to analyze these frameworks' contributions to understanding the development of this competence. The second objective is to determine whether there are any differences between these frameworks through strengths-weaknesses-opportunities-threats (SWOT) analysis. The main aim is to make it easier to integrate an assessment digital competence framework for teachers in other regions of the world that do not have their own framework. The analysis indicates that the six frames have coincidences and nuances in understanding the development of digital competence. This study shows that DigComp is subject to create consensus at the European level about the digital competence components, which can also serve as a conceptual reference model for other countries o educational institutions.

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