Ingrid Mosquera-Gende
Department of English Language Teaching, Faculty of Education, International University of La Rioja, La Rioja, 26006, Spain
This research analyses how age and gender may influence the self-perception of prospective secondary school teachers regarding their digital competence in teaching. Testing students’ self-perception can be a starting point for implementing programmes to improve this competence. To this end, the author presents the results of a didactic experience carried out within the framework of the subject Didactics of the English Language, as part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a Spanish online university. Therefore, the subjects of the present study are future English teachers who are studying via a distance-learning modality. In order to measure their self-perception, they answered a questionnaire at the beginning and at the end of the course. This is a subject in which the teacher introduces numerous digital tools, both in synchronous online classes and through asynchronous activities, with students’ future teaching practice in mind. A mixed methodology is used: a previously validated quantitative questionnaire and a qualitative analysis of the responses obtained by students in the subject forums. Once the intervention had been carried out and the data analysed, it could be seen that the students’ self-perception in relation to their digital competence decreased, as they became more aware of how many tools they were unfamiliar with before starting the course. However, the difference was not equal between men and women, with the former being more positive than the latter. In reference to age, older participants show, as in the case of women, a greater degree of self-reflection and self-demand. It is expected that these results will be the starting point to try to improve these aspects, taking them into consideration in our classrooms and in our teacher training programs.
Adell, J. y Castañeda, L., 2012. Emerging technologies, emerging pedagogies? In: Hernández J., Pennesi M., Sobrino D., Vázquez A. (eds.), Emerging trends in education with ICT. Asociación Espiral, Educación y Tecnología: Barcelona. pp. 13–32. (in Spanish). Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=4230542 (Cited 2 February 2024).
Ali, Z., Palpanadan, S.T., Asad, M.M., et al., 2024. Embracing technology in EFL pre-university classrooms: A qualitative study on EFL learners’ perceptions of intensive and extensive reading approaches. Forum for Linguistic Studies. 6(1). DOI: https://doi.org/10.59400/fls.v6i1.1894
Andreu-Sánchez, C., Martín-Pascual, M.Á., 2014. Audiovisual education and the creation of media prosumers. Revista de Estrategias, Tendencias e Innovación en Comunicación. 7. (in Spanish). DOI: https://doi.org/doi.org/2174-0992
Braun, V., Clarke, V., 2019. To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health. 13(2), 1–16. DOI: https://doi.org/10.1080/2159676x.2019.1704846
Cabezas, M., Casillas, S., Pinto, A.M., 2014. Perception of Primary Education students at the University of Salamanca about their digital competence. EDUTEC, Revista Electrónica de Tecnología Educativa. 48, 1–14. (in Spanish).
Caldeiro-Pedreira, M.C., Sarceda-Gorgoso, C., Barreira-Cerqueiras, E.M., 2019. The digital competence of the university students under examination: self-perception of the students of the Faculty of Teacher Training of Lugo. Rua.ua.es. (in Spanish). DOI: https://doi.org/978-84-17667-23-8
Castellanos Sánchez, A., Sánchez Romero, C., Calderero Hernández, J.F., 2017. New technopedagogical models. Digital competence of university students. Revista Electrónica de Investigación Educativa. 19(1). (in Spanish). DOI: https://doi.org/10.24320/redie.2017.19.1.1148
Coutinho Santos, J., Cerezo-Segovia, B.A., Brito Amorim, G., et al., 2024. University students’ perspectives on online English language learning: Implications for Ecuadorian educators. Forum for Linguistic Studies. 6(2). DOI: https://doi.org/10.59400/fls.v6i2.1183
Cózar Gutiérrez, R., Roblizo Colmenero, M.J., 2014. Digital competence in the training of future teachers: perceptions of the students of the Teacher Degrees of the Faculty of Education of Albacete. RELATEC: Revista Latinoamericana de Tecnología Educativa. 13(2), 119–133. (in Spanish). DOI: https://doi.org/10.17398/1695-288X.13.2.119
Del Pilar Rodríguez Tenjo, J., Gallardo Pérez, O.A., 2020. Teaching profile with an inclusive vision: ICT-TAC-TEP and teaching skills. Encuentro Internacional de Educación en Ingeniería (EIEI). (in Spanish). (in Spanish). DOI: https://doi.org/10.26507/ponencia.731
Durán, B.Z., López, J.F.B., Martínez, J.G., et al., 2017. Training in ICT and digital competence in teaching in public higher education institutions.. Apertura. 9(1), 80–96. (in Spanish). DOI: https://doi.org/10.32870/ap.v9n1.922
Espuny, C., González, J., Gisbert, M., 2010. What is the digital competence of students when they arrive at university? Enseñanza y Teaching. Revista Interuniversitaria de Didáctica. 28n(2), 113–137. (in Spanish). Available from: https://revistas.usal.es/tres/index.php/0212-5374/article/view/7893 (cited 10 March 2024).
Esteve, F., 2015. Teaching digital competence: analysis of self-perception and performance evaluation of university education students through a 3D environment [Ph.D thesis]. (in Spanish). Universitat Rovira i Virgili. TDX. Available from: https://bit.ly/3kWVmjI (cited 5 March 2024).
Esteve-Mon, F.M., Gisbert-Cervera, M., Lázaro-Cantabrana, J.L., 2016. The digital competence of future teachers: How do current education students see themselves? Perspectiva Educacional. 55(2). (in Spanish). DOI: https://doi.org/10.4151/07189729-vol.55-iss.2-art.412
Fernández, F.J., Fernández, M.J., 2016. Generation Z teachers and their digital skills.. Comunicar. 24(46), 97–105. (in Spanish). DOI: https://doi.org/10.3916/C46-2016-10
Fernández, G.E., Tarabini, N., Lell, A., 2018. The transition from information technologies to technologies of empowerment and participation in university classrooms. Tecnología, Diseño e Innovación. 4(1). (in Spanish). Available from: https://www.unae.edu.py/ojs/index.php/facat/article/view/99 (cited 10 February 2024).
Gallego, M.J., Gamiz, V.M., Gutiérrez, E., 2010. Digital skills in the training of future teachers. Didactic proposals. Congreso Euro-Iberoamericano de Alfabetización Mediática y Culturas Digitales. (in Spanish). Available from: http://hdl.handle.net/10481/65487 (cited 1 January 2024).
Gisbert, M., Espuny, C., González, J., 2011. INCOTIC. A tool for diagnostic @self-assessment of digital competence at the university. Profesorado. Revista de Currículum y Formación de Profesorado. 15(1), 75–90. (in Spanish). Available from: https://www.redalyc.org/pdf/567/56717469006.pdf (cited 4 January 2024).
Girón Escudero, V., Cózar Gutiérrez, R., González-Calero Somoza, J.A., 2019. Analysis of self-perception of the level of teaching digital competence in initial teacher training. Revista Electrónica Interuniversitaria de Formación Del Profesorado. 22(3), 193–218. (in Spanish). DOI: https://doi.org/10.6018/reifop.373421
González-Cabanach, R., Valle, A., Rodríguez, S., et al., 2008. An intervention programme for the improvement of self-perceptions and self-beliefs. Handbook of Instructional Resources & Their Applications in the Classroom. Nova Science Publishers Inc.: New York. pp. 251–266.
González Fernández, M.O., Huerta Gaytán, P., 2019. Flipped classroom experience to promote higher-level prosumer students. RIED. Revista Iberoamericana de Educación a Distancia. not22(2), 245. (in Spanish). DOI: https://doi.org/10.5944/ried.22.2.23065
González González, M.G., Ojeda Chimborazo, M.C., Pinos Coronel, P.C., 2020. Challenge of the 21st Century in education: making leaps from ICT-TAC to TEP. Revista Scientific. n5(18), 323–344. (in Spanish). Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=9604123 (vited 4 February 2024).
González Martínez, J., Espuny Vidal, C., Gisbert Cervera, M., 2010. The zero evaluation of digital nuclear competence in the new degrees of the EHEA. TIC. Revista d´Innovaciò Educativa. 4, 13–20. (in Spanish). DOI: https://doi.org/10.7203/attic.4.169
Grimalt-Álvaro, C., Usart Rodríguez, M., Esteve González, V., 2020. Teaching digital competence in continuous teacher training from a gender perspective: case study. Rua.ua.es. (in Spanish). DOI: https://doi.org/978-84-18348-11-2
Gutiérrez, A., Palacios, A., Torrego, L., 2010. The training of future teachers and the integration of ICT in education: anatomy of a disagreement. Revista de Educación. 352, 267–293. (in Spanish). Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=5764946 (cited 1 January 2024).
Hosseini, S.A., Dabiri, A., Kashefian-Naeeini, S., et al., 2024. A comparison of the level of the ESP language learners’ performance and engagement in a synchronous online course and the face-to-face course. Forum for Linguistic Studies. 6(1). DOI: https://doi.org/10.59400/fls.v6i1.1935
Instefjord, E.J., Munthe, E., 2017. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education. 67, 37–45. DOI: https://doi.org/10.1016/j.tate.2017.05.016
INTEF, 2017. Common Framework of Digital Teaching Competence. (in Spanish). Available from: https://aprende.intef.es/sites/default/files/2018-05/2017_1020_Marco-Com %C3 %BAn-de-Competencia-Digital-Docente.pdf (cited 6 March 2024).
INTEF, 2022. Reference Framework for Teaching Digital Competence. (in Spanish). Available from: https://intef.es/wp-content/uploads/2022/03/MRCDD_V06B_GTTA.pdf (cited 22 February 2024).
Marqués, P., 2000. Impact of ICT on university teaching. Facultad de Educación Universidad Autónoma de Barcelona. (in Spanish).
Maxwell, J.A., 2012. Qualitative research design: An interactive approach. Sage: Newcastle upon Tyne.
Moreno-Guerrero, A.J., López Belmonte, J., Pozo Sánchez, S., et al., 2020. State of teaching digital competence in the different educational stages from an international scope. 41(16). (in Spanish). Available from: https://www.revistaespacios.com/a20v41n16/a20v41n16p19.pdf (cited 5 January 2024).
Moreno Rodríguez, M.D., Gabarda Méndez, V., Rodríguez Martín, A.M.R.M., 2018. Information literacy and digital competence in teaching students.Profesorado, Revista de Currículum y Formación del Profesorado. 22(3). (in Spanish). DOI: https://doi.org/10.30827/profesorado.v22i3.8001
Mosquera-Gende, I., 2021. The development of digital competence of future teachers in an online university. Bordón. Revista de Pedagogía. 73(4), 121–143. (in Spanish). DOI: https://doi.org/10.13042/Bordon.2021.89823
Mosquera-Gende, I., 2022a. Make the teaching and learning process more flexible in an online university. Edutec. Revista Electrónica de Tecnología Educativa. 79, 199–213. (in Spanish). DOI: https://doi.org/10.21556/edutec.2022.79.2351
Mosquera-Gende, I., 2022b. Collaborative digital tools for the training of future teachers in an online university. REDU. Revista de Docencia Universitaria. 20(1), 35–50. (in Spanish). DOI: https://doi.org/10.4995/redu.2022.16806
Mosquera Gende, I., 2023a. Informal learning in networks. Twitter and the #CharlasEducativas. (in Spanish). DOI: https://doi.org/10.36006/16414
Mosquera-Gende, I., 2023b. Digital tools and active learning in an online university: Improving the academic performance of future teachers. Journal of Technology and Science Education. 13(3), 632–645. DOI: https://doi.org/10.3926/jotse.2084
Mosquera-Gende, I., 2023c. Teacher perspective on learning English with digital tools: emotional and attitudinal implications. TEJUELO. Didáctica de la Lengua y la Literatura. Educación. 38, 13–42. (in Spanish). DOI: https://doi.org/10.17398/1988-8430.38.13
Mosquera-Gende, I., Marcelo-Martínez, P., Postigo-Fuentes, A.Y., et al., 2024a. The hashtag #CharlasEducativas as a teacher affinity space on Twitter. Comunicar. 32(78), 222–233. DOI: https://doi.org/10.58262/V32I78.18
Mosquera-Gende, I., 2024b. Forums as a dynamic element for active participation in an online university. Hachetetepé. Revista Científica en Educación y Comunicación. (28), 1–21. (in Spanish). DOI: https://doi.org/10.25267/Hachetetepe.2024.i28.12031
Muñoz, P.A., Sergo, M.V., 2019. Assessment of the digital competence of future English teachers Revista Estudios de Lenguas. 2(1), 55–76. (in Spanish).
Palau Martín, R.F., Usart, M., Ucar Carnicero, M.J., 2019. The digital competence of conservatory teachers. Self-perception study in Spain. Revista Electrónica de LEEME. (44), 24–41. (in Spanish). DOI: https://doi.org/10.7203/leeme.44.15709
Pérez Escoda, A., Rodríguez Conde, M.J., 2016. Evaluation of the self-perceived digital competencies of Primary Education teachers in Castilla y León (Spain). Revista de Investigación Educativa. 34(2), 399. (in Spanish). DOI: https://doi.org/10.6018/rie.34.2.215121
Perochena González, P., Cárdenas Lizarazo, J.A., Mosquera Gende, I., et al., 2021. Self-efficacy of Colombian mathematics teachers in relation to their job self-perception and other variables. Universitas Psychologica. 19, 1–15. (in Spanish). DOI: https://doi.org/10.11144/Javeriana.upsy19.apmc
Pino, M.R., Soto, J., 2010. Identification of the mastery of digital skills in teaching degree students. Revista Teoría de la Educación. 11(3), 336–362. (in Spanish). Available from: https://www.redalyc.org/pdf/2010/201021093015.pdf (cited 11 February 2024).
Pinto Santos, A.R., Cortés Peña, O., Alfaro Camargo, C., 2017. Towards the transformation of teaching practice: spiral model of ICTTACTEP competencies. Pixel-Bit. Revista de Medios y Educación. (in Spanish). DOI: https://doi.org/10.12795/pixelbit.2017.i51.03
Pinto-Santos, A.R., Pérez, A., Darder, A., 2020. Self-perception of Digital Teaching Competence in the initial training of Early Childhood Education teachers. Revista ESPACIOS. 41(18). (in Spanish). Available from: https://www.revistaespacios.com/a20v41n18/a20v41n18p29.pdf (cited 26 March 2024).
Prendes, M.P., Castañeda, L., Gutiérrez-Porlán, I., 2010. Competencies for the use of ICT for future teachers. Comunicar. 35, 175–182. (in Spanish). DOI: https://doi.org/10.3916/C35-2010-03-11
Ramírez Mera, U.N., Barragán López, J.F., 2018. University students’ selfperception on the use of digital technologies for learning. Apertura. 10(2), 94–109. (in Spanish). DOI: https://doi.org/10.32870/ap.v10n2.1401
Redecker, C., Punie, Y., 2017. European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. Available from: https://publications.jrc.ec.europa.eu/repository/handle/JRC107466 (cited 6 March 2024).
Tourón, J., Martín, D., Navarro, E., et al., 2018. Construct validation of an instrument to measure teachers' teaching digital competence (CDD). Revista Española de Pedagogía. 76(269), 25–54. (in Spanish). DOI: https://doi.org/10.22550/REP76-1-2018-02
Copyright © 2024 Ingrid Mosquera-Gende
This is an open access article under the Creative Commons Attribution 4.0 International License.
