Development of the Pre-Professional Identity of Vocational Students during Their Training through a Program Based on OER-Enabled Pedagogy and an Online Community of Practice
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Department of Didactics of Mathematics, Social Sciences and Experimental Sciences, Faculty of Education Sciences, University of Málaga, Teatinos Campus, 29071 Málaga, Spain
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.
Cepal Review No. 132. Special Issue. By Publicaciones De La Cepal, Naciones Unidas
During the month of March 2020, a “state of alarm” was declared to manage an unprecedented world-wide health crisis caused by the outbreak of the SARS-COVID-2 and, with it, the illness COVID-19. In Spain, this situation was legislated through the Royal Decree 463/2020 [1].
In accordance with the data provided by UNESCO 2020, more than 1500 million students all over the world, and their corresponding teachers, were confined for this reason during the academic year 2019–2020, causing an unprecedented situation [2].
From that moment on, all face-to-face activities were canceled. Teaching was shifted to a virtual format and, in many cases, directly interrupted. The first few weeks only the most intrepid teachers or, rather, those professionals who were digitally adept, continued teaching. When it became apparent that the return to the classrooms would not be soon, the local educational authorities drew up some guidelines to help teachers in their transition to online teaching. Upon having confirmation that the school year would finish in a virtual format, these guidelines turned into requirements. Faculty at all academic levels were compelled to undertake an urgent adaptation of methodologies, subject content, and teaching materials, seeking a change to online teaching at an unprecedented rate, which was considered emergency remote teaching [3].
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This created a sort of educational catharsis which clearly revealed the significant shortcomings of the Spanish educational system, and of the teaching staff in particular, with regard to digital literacy. Most teachers were urged to innovate with the help of Information and Communication Technologies (ICT), to use synchronous and asynchronous video, online assessment, collaborative learning tools, student tracking systems, communication with families, and many other resources. This meant an enormous challenge, unattainable for many for diverse reasons. Thus, both educational institutions and teachers have become aware that being digitally skillful is no longer an option but a real necessity.
Beyond the state of alarm, it is clear that a strong nexus between innovation and ICT exists. The educational system has shown deficiencies/limitations regarding school policies but also with the state of the teaching staff and the continuity of these types of initiatives [4]. The teaching staff would have required an adequate ongoing assessment of their teaching practice as a tool to improve and strengthen educational standards [5].
Usually, the digital competence of the teacher is revealed as clearly being essential, exceeding both in-depth and in length the most fundamental digital literacy, and encompassing other characteristics such as technological, informational, audio-visual, and communicational [6, 7]. If this seems obvious in the daily work of a teacher, it is even more obvious in the current context due to technological, methodological, and organizational needs.
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A competence is associated with the skills which are developed to use certain instruments or tools. It is also related to the ability to know how to reach an objective in certain contexts. It can even be understood as a selection of procedures or valid cognitive resources, or as a series of skills or specific capabilities, to solve a specific problem [8].
In accordance with Reference [9], 44.5% of the European Union population between 16 and 74 years old do not have enough digital skills to take part in society and in the economy. This figure is more than a third (37%) in the active labor market. Twelve percent of young Europeans between the ages of 11 and 16 are probably exposed to cyberbullying, a number that has increased since 2010. In this context, work, employability, education, leisure, inclusion, and participation in society, and many other areas of our society have been clearly transformed by digitalization. ICT should, therefore, be considered a necessary element for the development of our society, have an innovative nature, and have an impact on technological and cultural change [10].
The European Commission published the digital competence framework, also known by its acronym “DigComp”, for the first time in 2013. It only sought to be a tool to improve the digital competence of the population, to help lawmakers develop policies aimed at developing digital competencies, and to design initiatives for education and training in order to improve the digital skills of specific groups. “DigComp” also provided a common language on how to identify and describe the key areas of digital competence and, therefore, offered a joint framework at the European level. Based on this framework, the digital competence for educators “DigCompEdu” was also established [11].
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A scenario full of challenges is posed for the student and teaching body. Working in a digital environment usually implies a more dynamic setting with all that entails [12]. On the one hand, students should be aware that the different areas of knowledge are part of a general digitalization process which allows that the way of living, of communicating, of interacting, of getting a future job, the way of learning and generating knowledge, have undergone an important change that should be overcome [13, 14, 15, 16]. On the other hand, the teaching staff should be qualified to guide pupils in their learning process and in the handling of tools now just as much as in the future. Ultimately, they have to train their students for their future within the so-called “knowledge society” [17, 18, 19].
There are several definitions of the elements that are included in the digital competence. There are definitions of the implementation from an educational viewpoint [20], and of UNESCO’s communicative competence [21].
Authors like that of Reference [22] made a compilation of definitions concluding that digital competency explains the coinciding processes of what many authors understand as an ICT competence and also as an information literacy skill. These authors insist that we cannot only speak about the abilities to assess, to store, to retrieve information in a knowledge society but should also develop skills to adequately use this information and eventually transform it into knowledge, and to share it.
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In 2006, digital competence was branded as a key skill by the European Commission, suggesting the following description: “Digital Competency implies the critical and safe use of Information and Communication Technology for work, leisure, and communication. Based on basic ICT abilities: computer use to recover, evaluate, store, produce, introduce, and exchange information and to communicate and participate in collaborative networks by means of the Internet” [23].
Regarding faculty, they have always required proper basic training that needs to be on an ongoing basis in the different facets of the ICT [24, 25]. This issue becomes much more evident in circumstances such as those that occurred the past academic year, in a state of alarm due to COVID-19 where teaching inevitably
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