Marco Europeo para Organizaciones Educativas Digitalmente CompetentesRevisión sistemática 2015-2020

Referencias bibliográficas

• Balaban, I., Redjep, N. B., y Calopa, M. K. (2018). The analysis of digital maturity of schools in Croatia. International Journal of Emerging Technologies in Learning, 13(6), 4-15. https://doi.org/10.3991/ijet.v13i06.7844
• Bocconi, S., Panesi, S., y Kampylis, P. (2020). Fostering the digital competence of schools: piloting SELFIE in the Italian education context. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 15(4), 417-425. https://doi.org/10.1109/RITA.2020.3033228
• Brolpito, A., Lightfoot, M., Radišic, J., y Šcepanovic, D. (2016). Digital and Online Learning in Vocational Education and Training in Serbia: A Case Study. European Training Foundation. Retrieved from https://bit.ly/36Y20Se
• Cabero-Almenara, J., Fernández Romero, C. y Palacios Rodriguez, A. D. P. (2020). La competencia digital educativa en Andalucía (España). El programa# PRODIG. Temas de Comunicación, (41). Retrieved from https://bit.ly/2V7b44w
• Čampelj, B., Karnet, I., Brodnik, A., Jereb, E., y Rajkovič, U. (2019), A multi-attribute modelling approach to evaluate the efficient implementation of ICT in schools. Central European Journal of Operations Research, 27(3), 851-862. https://doi.org/10.1080/15700763.2015.1024328
• Carretero, S., Vuorikari, R., y Punie, Y. (2017). DigComp 2.1. The digital Competence Framework for Citizens. With eight proficiency levels and examples of use. Publications Office of the European Union, EUR 28558 EN. https://doi.org/10.2760/38842
• Castaño-Muñoz, J., Weikert García, L., y Herrero Rámila, C. (2021). Analysing the digital capacity of Spanish schools using SELFIE. EUR 30735 EN, Publications Office of the European Union, Luxembourg, 2021, ISBN 978-92-76-38651-3 (online). https://doi.org/10.2760/947402
• Chopra, N. (2019). E-governance Framework to Measure Digital Competence of HEIs in India. European Scientific Journal, 15(11), 181-193. Retrieved from http://dx.doi.org/10.19044/esj.2019.v15n11p181
• Comisión Europea (2020). Plan de Acción de Educación Digital (2021-2027). Unión Europea. Retrieved from https://bit.ly/2VceC5H
• Comisión Europea (2018a). Recomendación relativa a las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea, 4(6). Retrieved from https://bit.ly/3ia76RQ
• Comisión Europea (2018b). SELFIE, Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies. Bruselas, Parlamento Europeo. Retrieved from https://bit.ly/3x9gN7o
• Comisión Europea (2017). Una agenda digital para Europa. Bruselas, Parlamento Europeo. Retrieved from https://bit.ly/3i8nxho
• Comisión Europea (2009). Marco estratégico para la cooperación de la Unión Europea en el ámbito de la educación y la formación (ET2020). Diario oficial de la Unión Europea, (2009/C 119/02). Retrieved from https://bit.ly/3l5c58u
• Comisión Europea (2006). Competencias clave para el aprendizaje permanente. Recomendación 2006/962/CE del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el aprendizaje permanente. Diario Oficial de la Unión Europea (L 394 de 30.12.2006). Retrieved from https://bit.ly/3l4OTqE
• Costa, P., Castaño-Muñoz, J., y Kampylis, P. (2021). Capturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool. Computers & Education, 162, 104080. https://doi.org/10.1016/j.compedu.2020.104080
• Doretskaya, I. V. (2018). On the formation of a common vision on the use of ICT in academic work at school. Science and school, (5), 127-132. Retrieved from https://bit.ly/2TFsWTX
• Dvoretskaya, I. V., y Uvarov, A. Y. (2020). A combined methodology to assess innovative ict-supported teaching methods based on quantitative data. МатериалыIV Международной научнойконференции Красноярск, 6–9октября2020г., 553. Retrieved from https://bit.ly/3iYSgg6
• Ðurek, V., Reðep, N. B., y Divjak, B. (2017). Digital maturity framework for higher education institutions. Central European Conference on Information and Intelligent Systems. Faculty of Organization and Informatics Varazdin, 99-106. Retrieved from https://bit.ly/3zMroXp
• Ehlers, U. D., y Bonaudo, P. (2020, June). DIGI-HE–A Strategic Reflection Tool on Digitalisation at European Higher Education Institutions. En EDEN Conference Proceedings (No. 1, pp. 289-298). https://doi.org/10.38069/edenconf-2020-ac0027
• Fedeli, L. (2017). School, curriculum and technology: the what and how of their connections. Education Sciences & Society-Open Access Journal, 8(2). Retrieved from https://bit.ly/3iYU8p8
• Ftáčnik, M., Šveda, D., y Kireš, M. (2020). Digital transformation of education in Slovakia within the context of European documents. En 2020 18th International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 113-118). IEEE. https://doi.org/10.1109/ICETA51985.2020.9379154
• Giunti, Ch., Naldini, M., y Orlandini, L. (2018). Professional development to support teaching innovation. The experiences of the schools leading the Avanguardie Educative Movement. Form@ re-Open Journal per la formazione in rete, 18(2), 103-115. Retrieved from http://dx.doi.org/10.13128/formare-23109
• Helenius, K., Linko, L., y Pirttilä, H. (2019). Viitekehys digikyvykkyyden jäsentämiseksi: DigCompOrg. AMK-lehti / UAS Journal. Retrieved from https://bit.ly/2Wyl1ch
• Hong, J., Snell, R., y Rowley, C. (2017). Organizational learning in Asia. Atlanta, Elsevier.
• Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) (2017). Marco Común de Competencia Digital Docente. Retrieved from https://bit.ly/2WuNuj5
• Jugo, G., Balaban, I., Pezelj, M., y Redjep, N. B. (2017, July). Development of a Model to Assess the Digitally Mature Schools in Croatia. IFIP World Conference on Computers in Education, 169-178. https://doi.org/10.1007/978-3-319-74310-3_19
• Kampylis, P., Punie, Y., Devine, J. (2015). Promoción de un aprendizaje eficaz en la era digital. Un marco europeo para organizaciones educativas digitalmente competentes, vol. 27599, Ministerio de Educación. Retrieved from https://bit.ly/2UQDGj0 Traducido por INTEF (2016). https://doi.org/10.4438/030-16-426-9
• Khan, K. S., Kunz, R., Kleijnen, J., y Antes, G. (2003). Five steps to conducting a systematic review. Journal of the Royal Society of Medicine, 96(3), 118-121. https://doi.org/10.1258/jrsm.96.3.118
• Kullaslahti, J., Ruhalahti, S., y Brauer, S. (2019). Professional Development of Digital Competences: Standardised Frameworks Supporting Evolving Digital Badging Practices. Humanities & Social Sciences, 12(2), 175-186. Retrieved from https://bit.ly/3ya5KMH
• Laici, C., y Orlandini, L. (2016). Avanguardie Educative: paths of innovation for schools. Research on Education and Media, 8(1), 53-61. https://doi.org/10.1515/rem-2016-0007
• Linko, L., Kantola, M., y Friman, M. (2016). An online journal promoting digital collaboration in Finnish higher education institutions. EAPRIL 2016, 228-238. Retrieved from https://bit.ly/2WtMDz7
• Lucas, M., y Moreida, A. A. (2017). Information and Communication Overload: Can DigComp Help? En R. P. Figueiredo Marques y J. C. Lopes Batista (Eds.), Information and Communication Overload in the Digital Age (157-175). IGI Global Editorial. https://doi.org/10.4018/978-1-5225-2061-0.ch007
• Manchado Garabito, R., Tamames Gómez, S., López González, M., Mohedano Macías, L., D´Agostino, M., y Veiga de Cabo, J. (2009). Revisiones sistemáticas exploratorias. Medicina y seguridad del trabajo, 55(216), 12-19. Retrieved from https://bit.ly/3BOAO6B
• Malach, J., y Kostoloányová, K. (2017). School as Digitally Competent Educational Organization: Specific Preparation for Work Positions and Educational Roles. European Conference on e-Learning, Academic Conferences, International Limited, 344-352. Retrieved from https://bit.ly/3l4oZDF
• Mattar, J., Piovezan, M. B., Souza, S., Santos, C. C., y dos Santos, A. I. (2020). Apresentação crítica do Quadro Europeu de Competência Digital (DigComp) e modelos relacionados. Research, Society and Development, 9(4), e172943062-e172943062. Retrieved from http://dx.doi.org/10.33448/rsd-v9i4.3062
• Panesi, S., Bocconi, S., y Ferlino, L. (2020). Promoting Students’ Well-Being and Inclusion in Schools Through Digital Technologies: Perceptions of Students, Teachers, and School Leaders in Italy Expressed Through SELFIE Piloting Activities. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01563
• Petterson, F. (2017). On the issues of digital competence in educational contexts: a review of literature. Education and information technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
• Prendes Espinosa, M. P., García Román, M. y González Calatayud (2020). Enfoque integrado de análise da competência digital em instituições de ensino superior: professores e alunos no contexto organizacional. Revista Panorâmica–ISSN, 32(12), 2238-9210. Retrieved from https://bit.ly/3f6T8OH
• Prendes Espinosa, M. P., Gutiérrez Porlán, I. y Martínez Sánchez, F. (2018). Competencia digital: una necesidad del profesorado universitario del siglo XXI. RED, Revista de Educación a Distancia, (56), 1-22. Retrieved from http://dx.doi.org/10.6018/red/56/7
• Racskq, R., y Troll, E. M. (2020). Our digital education habits in the light of their environmental impact: the role of green computing in education. Teaching Mathematics and Computer Science, 18(1), 69-86. Retrieved from https://bit.ly/3iamLk7
• Redecker, C., y Punie, Y. (2017). Digital competence framework for educators (DigCompEdu). Seville: RC-IPTS. Retrieved from https://bit.ly/3xlY5tv
• Ređep, N. B., Balaban, I., Žugec, B., Čalopa, M. K., y Divjak, B. (2019). Framework for digitally mature schools. European Journal of Open, Distance and E-learning, (1), 360-371. Retrieved from https://bit.ly/3BRaBoa
• Sá, M. J., y Serpa, S. (2020). COVID-19 and the Promotion of Digital Competences in Education. Universal Journal of Educational Research, 8(10), 4520-4528. https://doi.org/10.13189/ujer.2020.081020
• Sebastián-López, S., y de Miguel-González, R. (2017). Educación Geográfica 2020: Iberpix y Collector for ArcGis como recursos didácticos para el aprendizaje del espacio. Didáctica Geográfica (18), 231-246. Retrieved from https://bit.ly/3yiqemw
• Serarols Boada, J. (2019). La implementació de les TIC en els centres d'ensenyament secundari de Catalunya: propostes d'organització i gestió a partir d'estudis de cas. Tesis de Doctorado, Barcelona, Universitat Oberta de Catalunya (UOC).
• Stoll, L., y Kools, M. (2017). The school as a learning organisation: a review revisiting and extending a timely concept. Journal of Professional Capital and Community, 2(1), 2-17. https://doi.org/10.1108/JPCC-09-2016-0022
• Trujillo Sáez, F. J., Fernández Navas, M., Montes Rodríguez, R., Segura Robles, A., Alaminos Romero, F. J., y Postigo Fuentes, A. Y. (2020). Panorama de la educación en España tras la pandemia de COVID-19: la opinión de la comunidad educativa. Madrid: Fad. https://doi.org/10.5281/zenodo-3878844
• United Nations Educational, Scientific and Cultural Organization (UNESCO) (2011). UNESCO ICT Competency Framework for Teachers. UNESCO Institute for Information Technologies in Education. Retrieved from https://bit.ly/3x9sCKU
• Urrútia, G., y Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
• Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. https://doi.org/10.1002/berj.3025