Propuesta de un modelo actualizado de competencia digital del profesorado: áreas, descriptores e indicadores

Abstract

In this paper we present the process carried out to define a model of digital competence for university teachers. After an analysis of the state of the art, we have found that, despite the variety of existing models of digital competence, obviously, necessary considering define a complete and updated model. To channel this proposal, the methodology used was the systematic review and analysis of content of scientific studies that address the issue. The result of this process is the definition of a model composed of ten areas and a total of forty-six competence descriptors organized around a model of achievement categorized in three levels of proficiency. Finally, we have defined seventy-two evaluation indicators associated with their level domain, research point where we are today. With these results we can then continue to the next phase of research, which will design and validate a certification test of this competence.