Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks
T. Schröter, and S. Grafe. Proceedings of Innovate Learning Summit 2020, page 144-157. Association for the Advancement of Computing in Education (AACE), (November 2020)
Abstract
Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.
%0 Conference Paper
%1 SchröGrafe2020tn
%A Schröter, Thomas
%A Grafe, Silke
%B Proceedings of Innovate Learning Summit 2020
%D 2020
%E Bastiaens, Theo J.
%E Marks, Gary H.
%I Association for the Advancement of Computing in Education (AACE)
%K Schröter ViLeArn
%P 144-157
%T Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks
%X Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.
@inproceedings{SchröGrafe2020tn,
abstract = { Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence. },
added-at = {2021-01-21T15:27:41.000+0100},
author = {Schröter, Thomas and Grafe, Silke},
biburl = {https://www.bibsonomy.org/bibtex/2791c5d7de643a0b28ae72f8c6da683b9/thom.schroet},
booktitle = { Proceedings of Innovate Learning Summit 2020},
editor = {Bastiaens, Theo J. and Marks, Gary H.},
interhash = {b80810c60beec4dc81e3840e38c71dad},
intrahash = {791c5d7de643a0b28ae72f8c6da683b9},
keywords = {Schröter ViLeArn},
month = { November },
pages = { 144-157 },
publisher = { Association for the Advancement of Computing in Education (AACE) },
timestamp = {2021-11-04T13:31:34.000+0100},
title = { Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks },
year = { 2020 }
}