AI Article Synopsis

  • The COVID-19 pandemic significantly transformed education from traditional in-person classes to virtual learning, affecting teachers' digital skills.
  • A systematic literature review focused on Ibero-American digital competency frameworks from 2018 to 2022 aims to identify foundational concepts for creating a tool to assess these competencies.
  • The review found a lack of consensus on the frameworks, with research primarily concentrated on two of five key purposes, and notable interest in digital competencies spiking in 2020.

Article Abstract

The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers' digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC9778752PMC
http://dx.doi.org/10.3390/ijerph192416828DOI Listing

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