Title:
Digital Teaching Competence of University Teachers: A Systematic Review of the Literature [Baixar]Autores/as:
Esteve-Mon, Francesc M. and Llopis-Nebot, María Ángeles and Adell-Segura, Jordi
Índice de termos:
Education;Europe;Social implications of technology;Hybrid learning;Continuing professional development;Digital competence;teaching;higher education;professional development;university teachers
Resumo:
The digital teaching competence is an emerging issue in scientific literature. However, despite existence of different frameworks that define it, most of them are focused on the pre-university level. This article presents the results of a systematic review of the literature on the digital teaching competence of university teachers, in the Web of Science and Scopus scientific databases. According to the results, university teachers must be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue to develop professionally. Regarding their level of digital teaching competence, most university teachers seem to have adequate technical digital competence. Nevertheless, the results regarding the pedagogical use of technologies are different, with lower levels being found in the use of technologies for their own teaching development.
DOI:
Como citar:
Esteve-Mon, Francesc M. and Llopis-Nebot, María Ángeles and Adell-Segura, Jordi, "Digital Teaching Competence of University Teachers: A Systematic Review of the Literature" in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, pp. 399-406, Nov. 2020. doi: 10.1109/RITA.2020.3033225