Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework
Keywords:
Digital Competence, Digital Transformation, Teacher Educators, Higher Education
Abstract
This study aims to examine the digital competence levels of teacher educators, one of the essential stakeholders in the field of education, and their experiences of using digital technology in education processes based on the Digital Competencies for Educators (DigCompEdu) Framework. The study used an explanatory design, one of the mixed-method research designs. One hundred thirteen teacher educators working in a major state university in Turkey participated in the study. According to the findings, teacher educators mostly use Learning Management Systems (LMS) and digital presentations, videos, and digital assessment tools. They have high competence in using digital technologies and see their work environment as sufficient in terms of technical infrastructure. Teacher educators' digital competencies and competencies for the leading competence areas are at the "Integrative - B1" level. Teacher educators at these levels are curious and open to innovations. However, educators should be supported in gaining higher-level competencies, such as using digital technologies, by supporting them with pedagogical approaches and providing guidance to other educators. In the interviews with teacher educators, the necessity of professional development programs in developing digital competencies for teacher educators and pre-service teachers was mentioned. In this context, obtained results and implications were discussed in detail.
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References
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Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 1-24. https://doi.org/10.1186/s41239-021-00282-x
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Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183-193.
Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358
Daniela, L., Visvizi, A., Gutiérrez-Braojos, C., & Lytras, M. D. (2018). Sustainable higher education and technology-enhanced learning (TEL). Sustainability, 10(11), 3883. https://doi.org/10.3390/su10113883
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Sevilla: JRC IPTS, 10, 82116. https://doi.org/10.2791/82116
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
García-Vandewalle García, J. M., García-Carmona, M., Trujillo Torres, J. M., & Moya Fernández, P. (2021). Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain. Technology, Knowledge and Learning, 1-28. https://doi.org/10.1007/s10758-021-09546-x
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): development and evaluation of a self-assessment instrument for teachers' digital competence. Proceedings of the 11th International Conference on Computer Supported Education, 541-548. https://doi.org/10.5220/0007679005410548
Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519-535. https://doi.org/10.1007/s11092-020-09340-w
Instefjord, E. (2014). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 313-329. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-11
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. https://doi.org/10.1080/02619768.2015.1100602
International Society for Technology in Education [ISTE]. (2017). ISTE standards for educators. https://www.iste.org/standards/for-educators
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer readiness for online classes during the pandemic: A survey research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139
Jwaifell, M., Kraishan, O. M., Waswas, D., & Salah, R. O. (2019). Digital competencies and professional attitudes as predictors of universities academics' digital technologies usage: Example of Al-Hussein Bin Talal. International Journal of Higher Education, 8(6), 267-277. https://doi.org/10.5430/ijhe.v8n6p267
Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Högre Utbildning, 1(1), 39-51.
Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6), 547-556. https://doi.org/10.1111/j.1365-2729.2011.00474.x
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. Pearson.
Núñez-Canal, M., de Obesso, M. d. l. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270
Ottestad, G., Kelentric, M., & Gudmundsdottir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243-249. https://doi.org/10.18261/ISSN1891-943X-2014-04-02
Pereira, L., & Guerreiro, J. (2021). Evaluation on Moodle LMS data usage during the first wave of Covid-19’s pandemic. Proceedings of International Conference on Human-Computer Interaction, 154-166.
Portillo, J., & de la Serna, A. L. (2021). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 69(1), 25-28. https://doi.org/10.1007/s11423-019-09645-8
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128
Rafique, G. M. (2014). Information literacy skills of faculty members: A study of the University of Lahore, Pakistan. Library Philosophy and Practice, 1-23.
Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal's teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. http://dx.doi.org/10.17220/mojet.2020.01.003
Ranieri, M., & Bruni, I. (2018). Promoting digital and media competencies of pre-and in-service teachers. Research findings of a project from six European countries. Journal of e-Learning and Knowledge Society, 14(2), 111-125. http://dx.doi.org/10.20368/1971-8829/1497
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Center. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education-A literature review. Nordic Journal of Digital Literacy, 9(4), 250-280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
Rychen, D. S., & Salganik, L. H. (2003). Key competencies for a successful life and well-functioning society: Hogrefe & Huber.
Štemberger, T., & Konrad, S. Č. (2021). Attitudes towards using digital technologies in education as an important factor in developing digital competence: The case of Slovenian student teachers. International Journal of Emerging Technologies in Learning (iJET), 16(14), 83-98.
Toker, T., Akgün, E., Cömert, Z., & Sultan, E. (2021). Eğitimciler için dijital yeterlilik ölçeği: Uyarlama, geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(230), 301-328. https://doi.org/10.37669/milliegitim.801607
Tsai, Y.S., Rates, D., Moreno-Marcos, P. M., Muñoz-Merino, P. J., Jivet, I., Scheffel, M., Drabchsler, H., Kloos, C. D., & Gašević, D. (2020). Learning analytics in European higher education - Trends and barriers. Computers & Education, 155, 103933. https://doi.org/10.1016/j.compedu.2020.103933
Varvel, V. E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10(1). https://ojdla.com/archive/spring101/varvel101.pdf
Virtič, M. P., & Pšunder, M. (2010). Future teachers’ opinions on the digital competencies obtained during their studies. Problems of Education in the 21st Century, 24, 95-105.
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators use digital tools and need for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
Arah, B. O. (2012). The competencies, preparations, and challenging (new) roles of online instructors. US-China Education Review,10, 841-856.
Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3), 1-41. https://doi.org/10.1177/01614681131150
Blayone, T. J., Mykhailenko, O., vanOostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2018). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 279-296. https://doi.org/10.1080/1475939X.2017.1391871
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 1-24. https://doi.org/10.1186/s41239-021-00282-x
Cabero-Almenara, J., Gutiérrez-Castillo, J.-J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2020). Development of the teacher digital competence validation of DigCompEdu check-in questionnaire in the university context of Andalusia (Spain). Sustainability, 12(15), 6094. https://doi.org/10.3390/su12156094
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European digital competence framework for educators (Digcompedu). European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-learning and Knowledge Society, 4(3), 183-193.
Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358
Daniela, L., Visvizi, A., Gutiérrez-Braojos, C., & Lytras, M. D. (2018). Sustainable higher education and technology-enhanced learning (TEL). Sustainability, 10(11), 3883. https://doi.org/10.3390/su10113883
Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Sevilla: JRC IPTS, 10, 82116. https://doi.org/10.2791/82116
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill.
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson.
García-Vandewalle García, J. M., García-Carmona, M., Trujillo Torres, J. M., & Moya Fernández, P. (2021). Analysis of digital competence of educators (DigCompEdu) in teacher trainees: the context of Melilla, Spain. Technology, Knowledge and Learning, 1-28. https://doi.org/10.1007/s10758-021-09546-x
Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): development and evaluation of a self-assessment instrument for teachers' digital competence. Proceedings of the 11th International Conference on Computer Supported Education, 541-548. https://doi.org/10.5220/0007679005410548
Guangul, F. M., Suhail, A. H., Khalit, M. I., & Khidhir, B. A. (2020). Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College. Educational Assessment, Evaluation and Accountability, 32(4), 519-535. https://doi.org/10.1007/s11092-020-09340-w
Instefjord, E. (2014). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 313-329. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-11
Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. https://doi.org/10.1080/02619768.2015.1100602
International Society for Technology in Education [ISTE]. (2017). ISTE standards for educators. https://www.iste.org/standards/for-educators
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
Junus, K., Santoso, H. B., Putra, P. O. H., Gandhi, A., & Siswantining, T. (2021). Lecturer readiness for online classes during the pandemic: A survey research. Education Sciences, 11(3), 139. https://doi.org/10.3390/educsci11030139
Jwaifell, M., Kraishan, O. M., Waswas, D., & Salah, R. O. (2019). Digital competencies and professional attitudes as predictors of universities academics' digital technologies usage: Example of Al-Hussein Bin Talal. International Journal of Higher Education, 8(6), 267-277. https://doi.org/10.5430/ijhe.v8n6p267
Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Högre Utbildning, 1(1), 39-51.
Littlejohn, A., Beetham, H., & McGill, L. (2012). Learning at the digital frontier: A review of digital literacies in theory and practice. Journal of Computer Assisted Learning, 28(6), 547-556. https://doi.org/10.1111/j.1365-2729.2011.00474.x
Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers' digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
McMillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-based inquiry. Pearson.
Núñez-Canal, M., de Obesso, M. d. l. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270
Ottestad, G., Kelentric, M., & Gudmundsdottir, G. B. (2014). Professional digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 243-249. https://doi.org/10.18261/ISSN1891-943X-2014-04-02
Pereira, L., & Guerreiro, J. (2021). Evaluation on Moodle LMS data usage during the first wave of Covid-19’s pandemic. Proceedings of International Conference on Human-Computer Interaction, 154-166.
Portillo, J., & de la Serna, A. L. (2021). Improving teacher professional development for online and blended learning: a systematic meta-aggregative review. Educational Technology Research and Development, 69(1), 25-28. https://doi.org/10.1007/s11423-019-09645-8
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128
Rafique, G. M. (2014). Information literacy skills of faculty members: A study of the University of Lahore, Pakistan. Library Philosophy and Practice, 1-23.
Rana, K., & Rana, K. (2020). ICT integration in teaching and learning activities in higher education: A case study of Nepal's teacher education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. http://dx.doi.org/10.17220/mojet.2020.01.003
Ranieri, M., & Bruni, I. (2018). Promoting digital and media competencies of pre-and in-service teachers. Research findings of a project from six European countries. Journal of e-Learning and Knowledge Society, 14(2), 111-125. http://dx.doi.org/10.20368/1971-8829/1497
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Center. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466
Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education-A literature review. Nordic Journal of Digital Literacy, 9(4), 250-280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
Rychen, D. S., & Salganik, L. H. (2003). Key competencies for a successful life and well-functioning society: Hogrefe & Huber.
Štemberger, T., & Konrad, S. Č. (2021). Attitudes towards using digital technologies in education as an important factor in developing digital competence: The case of Slovenian student teachers. International Journal of Emerging Technologies in Learning (iJET), 16(14), 83-98.
Toker, T., Akgün, E., Cömert, Z., & Sultan, E. (2021). Eğitimciler için dijital yeterlilik ölçeği: Uyarlama, geçerlik ve güvenirlik çalışması. Milli Eğitim Dergisi, 50(230), 301-328. https://doi.org/10.37669/milliegitim.801607
Tsai, Y.S., Rates, D., Moreno-Marcos, P. M., Muñoz-Merino, P. J., Jivet, I., Scheffel, M., Drabchsler, H., Kloos, C. D., & Gašević, D. (2020). Learning analytics in European higher education - Trends and barriers. Computers & Education, 155, 103933. https://doi.org/10.1016/j.compedu.2020.103933
Varvel, V. E. (2007). Master online teacher competencies. Online Journal of Distance Learning Administration, 10(1). https://ojdla.com/archive/spring101/varvel101.pdf
Virtič, M. P., & Pšunder, M. (2010). Future teachers’ opinions on the digital competencies obtained during their studies. Problems of Education in the 21st Century, 24, 95-105.
Published
2023-06-24
Section
Articles
How to Cite
Bayrak Karsli, M., Kucuk, S., Kilic, R., & Albayrak Unal, O. (2023). Assessment of Digital Competencies of Teacher Educators with the DigCompEdu Framework. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 67-94. https://doi.org/https://doi.org/10.31704/ijocis.2023.004
