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Improving Future Teachers’ Digital Competence Using Active Methodologies

Author

Listed:
  • Carmen Romero-García

    (Department of Didactics of Mathematics and Experimental Sciences, Universidad Internacional de la Rioja, 28040 Madrid, Spain)

  • Olga Buzón-García

    (Department of Didactics and Educational Organization, Universidad de Sevilla, 41013 Sevilla, Spain)

  • Patricia de Paz-Lugo

    (Department of Didactics of Physical and Health Education, Universidad Internacional de la Rioja, 28040 Madrid, Spain)

Abstract

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers.

Suggested Citation

  • Carmen Romero-García & Olga Buzón-García & Patricia de Paz-Lugo, 2020. "Improving Future Teachers’ Digital Competence Using Active Methodologies," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7798-:d:416833
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    3. Ana B. Mirete & Javier J. Maquilón & Lucía Mirete & Raimundo A. Rodríguez, 2020. "Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
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    Cited by:

    1. Camilo A. Velandia Rodriguez & Andres F. Mena-Guacas & Sergio Tobón & Eloy López-Meneses, 2022. "Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    2. Rosa Pilar Esteve-Faubel & Alba Oller-Benitez & María Pilar Aparicio-Flores, 2020. "Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education," Sustainability, MDPI, vol. 12(24), pages 1-13, December.
    3. Víctor Arufe Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos Álvarez & Rubén Navarro-Patón, 2022. "Can Gamification Influence the Academic Performance of Students?," Sustainability, MDPI, vol. 14(9), pages 1-17, April.
    4. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.
    5. Rosabel Roig-Vila & Paz Prendes-Espinosa & Mayra Urrea-Solano, 2020. "Problematic Smartphone Use in Spanish and Italian University Students," Sustainability, MDPI, vol. 12(24), pages 1-18, December.

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