Digital teaching competence of university teachers: A systematic review of the literature
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Altres documents de l'autoria: Esteve-Mon, Francesc M.; Llopis Nebot, María Ángeles; Adell-Segura, Jordi
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INVESTIGACIONMetadades
Títol
Digital teaching competence of university teachers: A systematic review of the literatureData de publicació
2020Editor
Institute of Electrical and Electronics EngineersISSN
1932-8540Cita bibliogràfica
ESTEVE-MON, Francesc M.; LLOPIS-NEBOT, María Ángeles; ADELL-SEGURA, Jordi. Digital teaching competence of university teachers: A systematic review of the literature. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 2020Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://ieeexplore.ieee.org/document/9236632Versió
info:eu-repo/semantics/acceptedVersionParaules clau / Matèries
Resum
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 ... [+]
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. [-]
Publicat a
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 2020Proyecto de investigación
This research was carried out with support from the Research Promotion Plan of the Universitat Jaume I, Spain (Ref.: UJI-A2018-09).Drets d'accés
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