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Teacher Digital Literacy: The Indisputable Challenge after COVID-19

Author

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  • Cristina Sánchez-Cruzado

    (Department of Didactics of Mathematics, Social Sciences and Experimental Sciences, Faculty of Education Sciences, University of Málaga, Teatinos Campus, 29071 Málaga, Spain)

  • Raúl Santiago Campión

    (Department of Educational Sciences, University of La Rioja, C/Luis de Ulloa Nº 2, 26004 Logroño, Spain)

  • Mª Teresa Sánchez-Compaña

    (Department of Didactics of Mathematics, Social Sciences and Experimental Sciences, Faculty of Education Sciences, University of Málaga, Teatinos Campus, 29071 Málaga, Spain)

Abstract

The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.

Suggested Citation

  • Cristina Sánchez-Cruzado & Raúl Santiago Campión & Mª Teresa Sánchez-Compaña, 2021. "Teacher Digital Literacy: The Indisputable Challenge after COVID-19," Sustainability, MDPI, vol. 13(4), pages 1-29, February.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1858-:d:495943
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    References listed on IDEAS

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    1. Riina Vuorikari & Yves Punie & Stephanie Carretero Gomez & Godelieve Van Den Brande, 2016. "DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: the Conceptual Reference Model," JRC Research Reports JRC101254, Joint Research Centre.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
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    Cited by:

    1. Niki Glaveli & Panagiotis Manolitzas & Eftychia Tsourou & Evangelos Grigoroudis, 2024. "Unlocking Teacher Job Satisfaction During the COVID-19 Pandemic: a Multi-criteria Satisfaction Analysis," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(1), pages 1264-1285, March.
    2. Jose Mari Louis G. Alforque & Lovelyn G. Tipon & Jillian A. Bejoc & Laarne E. Pontillas & Julius C. Daño & Alberich F. Machacon & Esperidion B. Corvera Jr. & Alain Kenneth S. Ragay & Hazel L. Cañeda, 2024. "The Emergence of the SAC Process of Coping and Transitioning from the Lenses of Nurse Educators," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(8), pages 547-556, August.

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