Digital teaching skills self-assessment platform

Authors

DOI:

https://doi.org/10.24310/RevPracticumrep.v8i1.16717

Keywords:

Teacher Evaluation, Competency-Based Teacher Education, Teacher Competency Test, Competency-based education, Teaching skills

Abstract

Education is undergoing transformation, with the massive use of digital technology in teaching and learning activities and, in this case, identifying digital teaching skills is a social demand. For this, a platform was developed for identifying and managing information, called CDD-EB, which stores, in a summarized form, a model for self-assessment of Digital Teaching Skills (CDD). The CDD-EB Model uses rubrics that guide the teacher in a self-assessment process, in which it enables an individual self-reflection process and returns, in the form of feedback on the platform itself, a summary with the teacher's CDD profile, based on the choices made. The self-assessment model was validated by experts, inserted into the CDD-EB Platform and tested by basic education teachers. Statistical validity tests, by IVC and CVC, and reliability by Cronbach's Alpha, confirm the Platform's potential as a tool for identifying digital teaching skills.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Eloni dos Santos Perin, Universidade Federal do Paraná

PhD in Information Management - UFPR (2021) ORCID: https://orcid.org/0000-0001-7612-3312. Master in Science, Management and Information Technology - UFPR (2017). Specialist in Public Management -UEPG (2014), Bachelor in Public Administration UEPG / UAB (2013), Specialist in Education - Psychopedagogy IBPEX (2002) and Bachelor in Mathematics with Physics - UEPG (1998). Teacher belonging to the Board of Education (2003) and PDE (2013) in the Secretariat of Education of the State of Paraná - SEED-PR. Working with training tutoring in the area of Teacher Training in NRE- Ponta Grossa, PR. Experience in the area of Education, at the Fundamental, Middle and Technical levels. Tutoring in the Bachelor in Public Administration.

Maria do Carmo Duarte Freitas, Universidade Federal do Paraná

She is a full professor at the Federal University of Paraná, Civil Engineering from the University of Fortaleza (1996), Master and PhD in Production and Systems Engineering from the Federal University of Santa Catarina (1999, 2003) and postdoc in Education at the University of Malaga (2016) and currently postdoc in Sustainability at the University of Minho. He works in the PPG in Information Management and in Civil Engineering. She was a productivity scholar of Araucária Foundation for the Support of Scientific and Technological Development (2018-2021). She participates in an Iberoamerican Higher Education Network - RESIB - with whom she shares investigations in the field of innovation in education with emphasis on digital teacher competency training, open education, Massive Open Online Courses (MOOCs), collaborative learning, course modeling and evaluation by competence. She has added to her researches in the engineering area the learning with colleagues from information and knowledge management, expanding and inserting themes such as Information and Knowledge engineering, Lean Thinking and the applications of Lean Office and Lean Information, technological solutions and sustainability applied to civil construction - circular economy. The Sustainable Development Goals - SDGs - are present in all his research.

Taiane Ritta Coelho, Universidade Federal do Paraná

She is a professor at the Department of Information Science and Management (DECIGI) and at the Postgraduate Programme in Information Management (PPGGI) of the Federal University of Paraná. PhD in Administration from Fundação Getulio Vargas (FGV EAESP), with a sandwich doctorate period at École des Hautes Éstudes Commerciales de Montréal (HEC Montréal), Canada (scholarship PDSE CAPES). Master in Administration from the Federal University of Paraná, in the area of technology and innovation. Graduated in Administration by Pontifícia Universidade Católica do Paraná and Technical Course in Telecommunication Systems by IF-Sul. Member of the Executive Committee of LACAIS - Latin American and Caribbean Association of Information Systems. Member of AIS - Association for Information Systems and ANPAD - National Association of Post-Graduation and Research in Administration. Conference chair, Program-chair and Track-chair of international and national events (ICEGOV, ISLA, AMCIS, EnANPAD). Co-leader of the Research Group/CNPq Information, Knowledge and Strategy. She has expertise as a Professor in Post-Graduation, Specialization and MBA in the areas of Administration, Strategic Management, Innovation Management, Information Systems (IS) and Project Management. She leads academic research and projects dealing especially with e-participation, digital government and ICT for development. He supervises Ph.D. and M.Sc. students in these research areas. He is mainly interested, in terms of scientific research, in the following topics: Technology use in Government and Cities, e-Participation, Digital social Innovation, IT Governance and Strategic Planning. In terms of theories, he prefers practice-based theoretical lenses and critical approaches.

References

Dzhurylo, A. P. & Shpayk, O. M. (2019). ICT Competence for secondary school teachers and students in the context of education informatization: global experience and challenges for ukraine. Information Technologies and Learning Tools, 70(2), 43–58. https://lib.iitta.gov.ua/716055/1/Dzhurylo_Shparyk_ICT_Competences.pdf

Espíndola, J. De. (2015). Percepção docente sobre os indicadores de competência digital [Programa de Pós-Graduação em Educação Matemática e Tecnológica. Universidade Federal de Pernambuco]. https://repositorio.ufpe.br/handle/123456789/13879

Gilioli, S., Melo, I. B. y Dias-Trindade, S. (2019). Avaliação do nível de proficiência digital de professores : um estudo no Estado de Tocantins Introdução. 13, 113–138. https://revista.unitins.br/index.php/humanidadeseinovacao/article/view/3419

Hazar, E. (2019). A comparison between European digital competence framework and the Turkish ICT curriculum. Universal Journal of Educational Research, 7(4), 954–962. https://doi.org/10.13189/ujer.2019.070406

Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Texeira (INEP). (2021). Censo da Educação Básica 2020: resumo técnico [recurso eletrônico]. https://download.inep.gov.br/publicacoes/institucionais/estatisticas_e_indicadores/resumo_tecnico_censo_escolar_2020.pdf

Navarro, D. (2021). Apuntes de consistencia interna de las puntuaciones de un instrumento de medida. Universidad de Valencia, 5–10. https://www.uv.es/friasnav/AlfaCronbach.pdf

Neaves, N. I. I., Cruz, I. M. y Oviedo, L. H. M. (2017). Proceso De Validación De Una Rúbrica Diseñada Con El Enfoque Socioformativo. Congreso Nacional de Investigación Educativa-COMIE, 1–12. https://comie.org.mx/congreso/memoriaelectronica/v14/doc/2101.pdf

Perin, E. S. (2017). Competências Docentes Digitais para o compartilhamento de Práticas e Recursos Educacionais [Universidade Federal do Paraná.]. In Programa de Pós-Graduação em Gestão da Informação. https://seer.ufrgs.br/index.php/ProdutoProducao/article/view/9321

Rego, H., Da Hora, M., Torres, G., Monteiro, R. y Arica, J. (2010). Confiabilidade em Questionários para Qualidade: Um Estudo com o Coeficiente Alfa de Cronbach [Reliability in Questionnaires for Quality: a study with the Cronbach’s alpha Coefficient]. Produto & Produção, 11(2), 85–103.

Tarouco, L. M. R. (2019). Competências Digitais dos Professores. In TIC EDUCAÇÃO 2018: Pesquisa Sobre o Uso das Tecnologias de Informação e Comunicação nas Escolas Brasileiras (pp. 33–44). https://cetic.br/media/docs/publicacoes/216410120191105/tic_edu_2018_livro_eletronico.pdf

Vieira, S. (2015). Alfa de Cronbach. http://soniavieira.blogspot.com/2015/10/alfa-de-cronbach.html

Downloads

Additional Files

Published

2023-06-26

How to Cite

dos Santos Perin, E., Duarte Freitas, M. do C., & Ritta Coelho, T. . (2023). Digital teaching skills self-assessment platform. Diario De Practicum, 8(1), 19–35. https://doi.org/10.24310/RevPracticumrep.v8i1.16717

Issue

Vol. 8 No. 1 (2023)

Section

Monographic

License

Acceptance of the work implies that the author grants Revista Prácticum the exclusive rights to reproduce, distribute and sell his or her work worldwide, both in digital and paper formats, CD-ROM, etc.

Likewise, the authors shall grant Revista Prácticum the rights of dissemination, public communication on the Internet and IT networks, data buses, as well as any other portals or electronic devices for online consultation of its contents and extracts, under the conditions of the portal, repositories or databases where the work is stored.

Revista Prácticum allows authors to publish and disseminate their articles and works on their personal websites, research teams, institutional repositories and scientific databases. All this in accordance with the Creative Commons 4.0 License

Crossref
Scopus
Google Scholar
Europe PMC

Most read articles by the same author(s)