Teachers Digital Competence
The concept of Teacher Digital Competence (TDC) arises from the need to define what are the skills that a teacher must possess to be able to incorporate digital technologies into their professional practice. This concern is also present in various reports of different governments and institutions, which providing us a framework for the definition and the specification of this competence in dimensions and indicators that allow its evaluation (Generalitat de Catalunya, 2018; INTEF, 2017; Redecker & Punie, 2017; Unesco, 2018; Enlaces, 2011).
For us, TDC is made up of a set of capacities, skills and attitudes that teachers must develop in order to incorporate digital technologies into their practice and professional development (Lázaro Usart & Gisbert, 2019, p. 75).
In this project we take COMDID as a reference framework, defined by Lázaro & Gisbert (2015). In this framework, TDC is divided into 4 dimensions:
- D1. Didactic, curricular and methodological
- D2. Planning, organization and management of digital technological resources and spaces
- D3. Relational aspects, ethics and security
- D4. Personal and professional aspects
From the definition and use of a set of 22 descriptors, with indicators for 4 levels of development (beginner, medium, expert and transformer), COMDID evaluates the TDC.