Validación de una herramienta para medir la Competencia Digital Docente del profesorado de educación Secundaria en formación inicial

Ramon Palau; Gabriela Fretes; Jordi Mogas; Mireia Usart

doi:10.30827/relieve.v29i2.25317

Authors

Ramon Palau Rovira i Virgili University, Spain
Gabriela Fretes Rovira i Virgili University, Spain https://orcid.org/0000-0002-8395-7945
Jordi Mogas Rovira i Virgili University (URV) and International University of Valencia (VIU), Spain https://orcid.org/0000-0003-3385-5534
Mireia Usart Rovira i Virgili University, Spain https://orcid.org/0000-0003-4372-9312

DOI:

https://doi.org/10.30827/relieve.v29i2.25317

Keywords:

Digital competence, Questionnaire validation, Secondary education, Teaching, Secondary school teacher training

Abstract

Education has become even more dependent on information and communication technologies (ICT) in post-pandemic era, and there is a growing awareness of the need to promote and assess teachers’ digital competence. Different tools have been used to try to measure and assess digital competence, but there is still no specific tool that can measure it among secondary school teachers completing their initial training. The aim of this paper is to validate a tool that is able to objectively assess the digital competence and knowledge of future secondary school teachers. We adapt and validate the existing tool known as COMDID-C, currently used for future primary school teachers. First, 21 experts in the field worked on adapting the tool to suit secondary education; Second pilot phase, 667 trainee secondary school teachers completed the test. The reliability analysis yielded ordinal alpha results indicating that the factors are not wholly internally consistent. However, this may be attributed that the analysis was carried out on the basis of randomised pairs of questions, without the possibility of establishing any other system of equivalence. In any case, bearing in mind the internal consistency, it is clear that the tool’s structure is comparable to that of its predecessor. This tool will make it possible to ascertain future teachers’ digital competence and reflect on their level of training at the start and at the end. It will also mean we can use this data to design and adapt training plans that improve the acquisition of these digital skills.

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Author Biographies

Ramon Palau, Rovira i Virgili University, Spain

Ramon Palau holds a PhD in Educational Technology and currently works as a researcher in the research group ARGET (Applied Research Group in Education and Technology) at the Universitat Rovira i Virgili, and as a lecturer and academic coordinator of the Master's Degree in Teaching at the same university. His lines of research are around digital competence in teaching, intelligent learning spaces and applications of technology in education (email: ramon.palau@urv.cat).

Gabriela Fretes, Rovira i Virgili University, Spain

Gabriela Fretes Torruella is a PhD student in Educational Technology at the Universitat Rovira i Virgili (URV). Previously, she completed the Master in Education and ICT (UOC) and is a psychologist and psychopedagogue. She currently lives in Chile and works as a teacher development coordinator at the Universidad del Desarrollo. Her research lines are intelligent learning environments, the influence of environmental variables on teaching, and digital competence in teaching (gabriela.fretes@estudiants.urv.cat).

Jordi Mogas, Rovira i Virgili University (URV) and International University of Valencia (VIU), Spain

Jordi Mogas Recalde holds a PhD in Educational Technology and a Bachelor’s in Information and Documentation with mention in information systems management. He is a lecturer at the Department of Pedagogy at the Universitat Rovira i Virgili – URV, and in the studies of Education at the Valencian International University – VIU. He belongs to ARGET (Applied Research Group in Education and Technology) and his main research lines are: Smart Learning Environments, Virtual Learning Environments and Self-Regulated Learning (email: joppcc@gmail.com).

Mireia Usart, Rovira i Virgili University, Spain

Mireia Usart is Lecturer in Research Methods at the Department of Pedagogy at the Rovira i Virgili University (URV). Degree in Physics (University of Barcelona), certificate of pedagogical aptitude in mathematics (Polytechnic University of Catalonia), Master and Doctorate in Education and ICT (Open University of Catalonia). She is a member of the research group ARGET since 2018. She is the academic coordinator of the inter-university master's in educational technology, and has directed doctoral theses in the field of educational robotics. She has also participated as a researcher in numerous European and Spanish R+D+i projects since 2011. She is currently leading an international research project (MindGAP, LCF/PR/SR19/52540001), funded by the La Caixa Foundation, on the digital divide of gender in education in Spain (email: mireia.usart@urv.cat).

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