PL EN


2020 | 20 | 1 | 43-59
Article title

DIGITAL AND MEDIA COMPETENCES: KEY COMPETENCES FOR EFL TEACHERS

Content
Title variants
Languages of publication
EN
Abstracts
EN
The usefulness of ICT in language learning is unquestionable nowadays. There are many digital educational resources available for foreign and second language teachers, materials which are progressively acquiring an important role in the teaching-learning process. In order to respond to the increasing presence of such technologies in the classroom, teachers need to acquire digital and media competences, two key elements for lifelong training process. However, these are superficially addressed in teacher education. In this light, both in-training and in-service educators demand more skills and specific training to be able to teach students how to use technologies and, ultimately, help them develop their own digital and media competences. Following an exhaustive bibliographical revision of scientific literature in the field, this theoretical paper seeks to revise the concepts of digital and media competences as well as to reflect on how superficially they are addressed at universities and teacher-training centres. After this, the importance of both competences as key elements for teachers is brought to light, as well as some useful suggestions to help foreign and second language teachers acquire and develop them and, simultaneously, teach them to their students.
Year
Volume
20
Issue
1
Pages
43-59
Physical description
Contributors
References
  • Aguaded-Gómez, J. I. (2012). La competencia mediática, una acción educativa inaplazable. Comunicar, 20(39), 7-8. https://doi.org/10.3916/C39-2012-01-01.
  • Ala-Mutka, K. (2011). Mapping Digital Competence: Towards a Conceptual Understanding. Luxembourg: Publications Office of the European Union. Retrieved from https://bit.ly/1p477BJ.
  • Baglieri, D., Baldi, F., & Tucci, C. L. (2018). University Technology Transfer Office Business Models: One Size Does Not Fit All. Technovation. http://dx.doi.org/10.1016/j.technovation.2018.05.003.
  • Álvarez, J. F., & Gisbert, M. (2015). Grado de alfabetización informacional del profesorado de Secundaria en España: Creencias y autopercepciones. Comunicar, 23(45), 187-194. http://doi.org/10.3916/C45-2015-20.
  • Bardin, L. (2013). L’analyse de contenu. Paris: Presses Universitaires de France.
  • Benson, V., & Filippaios, F. (2015). Collaborative competencies in professional social networking: Are students short changed by curriculum in business education? Computers in Human Behavior, 51(B), 1331-1339. https://doi.org/10.1016/j.chb.2014.11.031.
  • Benson, V., Morgan, S., & Filippaios, F. (2014). Social career management: Social media and employability skills gap. Computers in Human Behavior, 30, 519-525. https://doi.org/10.1016/j.chb.2013.06.015.
  • Botella, C. M., & Galindo, M. M. (2017). Teaching apps for the learning of languages through sports: Technology and sports in the English and Spanish as a L2/FL classroom. Language Value, 9(1), 89-131. http://doi.org/10.6035/LanguageV.2017.9.5.
  • Brun, M., & Hinostroza, J. E. (2011). Research on ICT integration for enhancing quality in teacher education: Nationwide policy or global challenge? In: E. Eisenschmidt & E. Löfström (eds.), Developing Quality Cultures in Teacher Education: Expanding Horizons in Relation to Quality Assurance (pp. 99-118). Tallinn: OÜ Vali Press.
  • Caldevilla, D. (2011). Los retos de la era de las TICs: Nativos digitales contra inmigrantes. Comunicación y medios, 23, 23-36. https://doi.org/10.5354/0719-1529.2013.26336.
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with Eight Proficiency Levels and Examples of Use. Luxembourg: Publication Office of the European Union. Retrieved from https://bit.ly/2pGtGIl.
  • Carrió, M. L. (2016). Technology Implementation in Second Language Teaching and Translation Studies. Singapore: Springer.
  • Casani, F., & Rodríguez, J. (2015). Cambios y tendencias en la Educación Superior: Los retos para la universidad. Encuentros multidisciplinares, 17(49), 30-39. Retrieved from https://bit.ly/2NBsAtm.
  • Christison, M., & Murray, D. E. (2010). What English Language Teachers Need to Know. Vol. II: Facilitating Learning. London: Routledge.
  • Christison, M., & Murray, D. E. (2014). What English Language Teachers Need to Know. Vol. III: Designing Curriculum. London: Routledge
  • Claro, M., Salinas, A., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital Information and Communication skills. Computers & Education, 121, 162-174. https://doi.org/10.1016/j.compedu.2018.03.001.
  • CRUE-TIC, & REBIUN. (2009). Competencias informáticas e informacionales en los estudios de grado. Retrieved from https://bit.ly/2EL2JuW.
  • Esteve-Mon, F., Gisbert-Cerbera, M., & Lázaro-Cantabrana, J. L. (2016). La competencia digital de los futuros docentes: ¿Cómo se ven los actuales estudiantes de educación? Perspectiva Educacional, 55(2), 38-54. Retrieved from https://bit.ly/2yy9ElJ.
  • European Parliament and the Council (2006). Recommendation 2006/962/CE of the European Parliament and the Council of 18 December 2006 on Key Competences for Lifelong Learning. Official Journal of the European Union, 30.12.2006, L 394/10, 10-18. Retrieved from https://bit.ly/2MWgJkR.
  • Fernández-Cruz, F. J., & Fernández-Díaz, M. J. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar, 24(46), 97-105. https://doi.org/10.3916/C46-2016-10.
  • Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. JRC Technical Reports. Luxembourg: Publications Office of the European Union. Retrieved from https://bit.ly/2IJsDjm.
  • Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: Publication Office of the European Union. Retrieved from https://bit.ly/2jUQ2Ot.
  • Ferrés, J., & Piscitelli, A. (2012). Media competence. Articulated proposal of dimensions and indicators. Comunicar, 19(38), 75-81. http://doi.org/10.3916/C38-2011-02-08.
  • Fraser, J., Atkins, L., & Richard, H. (2013). DigiLitleicester. Supporting Teachers, Promoting Digital Literacy, Transforming Learning. Leicester: Leicester City Council.
  • Fritz, E. (2016). A Case for an ESP constructivist approach to teaching English writing courses at science and technology universities. Kwansei Gakuin University Humanities Review, 21, 123-132. Retrieved from https://bit.ly/2Pq3JZA.
  • Gargiulo, H., Gargiulo, E., & Fernández, C. (Coords). (2015). Tecnología y metodología en la clase de ELE. Buenos Aires: Tinta Fresca.
  • Gutiérrez, A., (2010). Creación multimedia y alfabetización en la era digital. In: R. Aparici (ed.), Educación: más allá del 2.0 (pp. 171-185). Barcelona: Gedisa.
  • Gutiérrez, I., Prendes, M. P., & Castañeda, L. (2015). Aprendices y competencia digital. In: J. Cabero & J. Barroso (eds.), Nuevos retos en Tecnología Educativa (pp. 160-172). Madrid: Síntesis.
  • Gutiérrez, J., & Serrano, J. L. (2016). Evaluation and development of digital competence in future primary school teachers at the University of Murcia. Journal of New Approaches in Educational Research, 5(1), 51-56. https://dx.doi.org/10.7821/naer.2016.1.152.
  • Hampel, R., & Stickler, U. (eds.). (2015). Developing Online Language Teaching. Research-Based Pedagogies and Reflective Practices. Barcelona: Palgrave Macmillan.
  • Hepp, P., Prats, M. A., & Holgado, J. (2015). Teacher training: Technology helping to develop an innovative and reflective professional profile. Universities and Knowledge Society Journal, 12(2), 30-43. http://dx.doi.org/10.7238/rusc.v12i2.2458.
  • Hershkovitz, A., & Forkosh-Baruch, A. (2017). La relación profesor-alumno y la comunicación en Facebook: percepciones de los alumnos. Comunicar, 25 (53), 91-101. https://doi.org/10.3916/C53-2017-09.
  • Instituto Cervantes (2012). Las competencias clave del profesorado de lenguas segundas y extranjeras. Madrid: Instituto Cervantes.
  • INTEF (2017). Marco Común de Competencia Digital Docente. Madrid: Ministerio de Educación, Cultura y Deporte & Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. Retrieved from https://bit.ly/2jqkssz.
  • ISTE (2017). The ISTE Standards for Educators. Retrieved from https://bit.ly/2GbdUJa.
  • Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. http://doi.org/10.1016/j.compedu.2013.06.008.
  • Krueger, K., Hansen, L., & Smaldino, S. (2000). Preservice teacher technology competences: A model for preparing teachers of tomorrow to use technology. TechTrends, 44(3), 47-50.
  • Ley Orgánica 8/2013, de 9 de diciembre, para la Mejora de la Calidad Educativa. (BOE no. 295, 10 December 2013).
  • Maldonado, M. E. (2018) El aula, espacio propicio para el fortalecimiento de competencias ciudadanas y tecnológicas. Sophia. Revista de investigaciones en educación, 14(1), 39-50. http://doi.org/10.18634/sophiaj.14v.1i.822.
  • Marta-Lazo, C. (2018). El marco teórico de la alfabetización mediática: orígenes, fundamentos y evolución conceptual. In: C. Fuente, M. C. García, & C. R. Camilli (eds.), La educación mediática en España (pp. 47-54). Madrid: Universitas.
  • Martín-Monje, E., Elorza, I., & García, B. (eds.). (2016). Technology-Enhanced Language Learning for Specialized Domains. Practical Applications and Mobility. London & New York: Routledge.
  • Masanet, M. J., Contreras, P., & Ferrés, J. (2013). Highly qualified students? Research into the media competence level of Spanish youth. Communication & Society, 26(4), 217-234. Retrieved from https://bit.ly/2RgcfY7.
  • Moreno, A., Navarro, C., Trench, R., & Zerfassc, A. (2015). Does social media usage matter? An analysis of online practices and digital media perceptions of communication practitioners in Europe. Public Relations Review, 41(2), 242-253. https://doi.org/10.1016/j.pubrev.2014.12.006.
  • Munari, F., Sobrero, M., & Toschi, L. (2018). The university as a venture capitalist? Gap funding instruments for technology transfer. Technological Forecasting and Social Change, 127, 70-84. https://doi.org/10.1016/j.techfore.2017.07.024.
  • Murray, D. E., & Christison, M. (2010). What English Language Teachers Need to Know. Vol. I: Understanding Learning. London: Routledge.
  • Nelson, T. H. (2009). Teachers’ collaborative inquiry and professional growth: Should we be optimistic? Science Education, 93(3), 548-580. http://doi.org/10.1002/sce.20302.
  • Nogueira-Frazão, A. G. C., & Martínez-Solana, Y. (2018). Digital infographics: The key to information paradigm. In: J. M. Túñez, V. A. Martínez, X. López, J. Rúas, & F. Campos (eds.), Communication. Innovation & Quality (pp. 293-312). Cham: Springer.
  • Novakovich, J., Miah, S., & Shaw, S. (2017). Designing curriculum to shape professional social media skills and identity in virtual communities of practice. Computers and Education, 104, 65-90. https://doi.org/10.1016/j.compedu.2016.11.002.
  • OECD. (2005). The Definition and Selection of Key Competences. Executive Summary. Retrieved from https://bit.ly/1goiOUO.
  • OECD. (2011). Informe habilidades y competencias del siglo XXI para los aprendices del nuevo milenio en los países de la OCDE. Retrieved from https://bit.ly/1bykEdT.
  • Okoli, C. (2015). A guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(43), 879-910. Retrieved from https://bit.ly/2QXmvFn.
  • Pérez, M. A., & Delgado, A. (2012). From digital and audiovisual competence to media competence: Dimensions and indicators. Comunicar, 39(20), 25-33. http://doi.org/10.3916/C39-2012-02-02.
  • Pérez, M. A., & Delgado, A. (2018). De la competencia digital y audiovisual a la competencia mediática: dimensiones e indicadores. In: C. Fuente, M. C. García, & C. R. Camilli (eds.), La educación mediática en España (pp. 143-156). Madrid: Universitas.
  • Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos-Igado, M. (2016). La competencia digital de la Generación Z: Claves para su introducción curricular en la Educación Primaria. Comunicar, 24(49), 71-79. https://doi.org/10.3916/C49-2016-07.
  • Pérez-Mateo, M., Romero, M., & Romeu-Fontanillas, T. (2014). La construcción colaborativa de proyectos como metodología para adquirir competencias digitales. Comunicar, 21(42), 15-24. https://doi.org/10.3916/C42-2014-01.
  • Peklaj, C. (2015). Teacher competences through the prism of educational research. Center for Educational Policy Studies Journal, 5(3), 183-204. Retrieved from https://bit.ly/2EJQ8rH.
  • Põldoja, H., Väljataga, T., Tammets, K., & Laanpere, M. (2011). Web-based self- and peer-assessment of teachers’ educational technology competences. In: H. Leung, E. Popescu, Y, Cao, R.H. Lau, & W. Nejdl (eds.), ICWL’11 Proceedings of the 10th International Conference on Advances in Web-Based Learning (pp. 122-131). Heidelberg: Springer-Verlag Berlin.
  • Ramírez, A., Renés, P., & González, N. (2018). La competencia mediática a través de los contenidos curriculares en la etapa de educación primaria en España. In: C. Fuente, M. C. García, & C. R. Camilli (eds.), La educación mediática en España (pp. 399-416). Madrid: Universitas.
  • Ramírez-García, A., & González-Fernández, N. (2016). Competencia mediática del profesorado y del alumnado de educación obligatoria en España. Comunicar, 24(49), 49-58. http://dx.doi.org/10.3916/C49-2016-05.
  • Rodríguez, R., & Gómez, M. G. (2017). Competencias digitales en la enseñanza-aprendizaje del inglés en bachillerato. Campus Virtuales, 6(2), 51-59. Retrieved from https://bit.ly/2EK0Ezf.
  • Romero-Martín, M. del R., Castejón-Oliva, F. J., López-Pastor, V. M., & Fraile-Aranda, A. (2017). Evaluación formativa, competencias comunicativas y TIC en la formación del profesorado. Comunicar, 25 (52), 73-82. https://doi.org/10.3916/C52-2017-07.
  • Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT. A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. http://doi.org/10.1016/j.compedu.2016.02.014.
  • Sandoval-Vizuete, P. N., Calvopiña-Osorio, J. P., & Cevallos-Viscaíno, P. S. (2018). Tecnología y desarrollo. Electrónica digital. Dominio de las Ciencias, 4(1), 341-351. Retrieved from https://bit.ly/2EKQvm7.
  • Sang, G., Valcke, M., Braak, J. V., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviours with educational technology. Computers & Education, 54(1), 103-112. http://doi.org/10.1016/j.compedu.2009.07.010.
  • Sanz, M., & Pantoja, A. (2015). Formación permanente del profesorado en las comunidades de práctica. Aula de encuentro: Revista de investigación y comunicación de experiencias educativas, 1(17), 105-130. http://dx.doi.org/10.13140/RG.2.1.3946.9925.
  • Scolari, C. A., Masanet, M. J., Guerrero-Pico, M., & Establés, M. J. (2018). Transmedia literacy in the New Media ecology: Teens’ transmedia skills and informal learning strategies. El profesional de la información, 27(4), 801-812. https://dx.doi.org/10.3145/epi.2018.jul.09.
  • Sefton-Green, J., Nixon, H., & Erstad, O. (2009). Reviewing approaches and perspectives on “digital literacy”. Pedagogies: An International Journal, 4(2), 107-125. http://doi.org/10.1080/15544800902741556.
  • Suárez, J. M., Almerich, G., Gargallo, B., & Aliaga, F. M. (2013). Las competencias del profesorado en TIC: estructura básica. Educación XXI, 16(1), 39-62. http://dx.doi.org/10.5944/educxx1.16.1.716.
  • Tafazoli, D., Gómez, M. E., & Huertas, C. A. (2017). Computer literacy: Sine qua non for digital age of language learning & teaching. Theory and Practice in Language Studies, 7(9), 716-722. http://dx.doi.org/10.17507/tpls.0709.02.
  • Tafazoli, D., Gómez, M. E., & Huertas, C. A. (2018). A cross-cultural study on the attitudes of English language students towards Computer-Assisted Language Learning. Teaching English with Technology, 18(2), 34-68. Retrieved from https://bit.ly/2q9YNtB.
  • Tejada, J., & Fernández, K. V. (2018). Nuevos escenarios y competencias digitales docentes. Hacia la profesionalización docente con TIC. Profesorado, revista de currículum y formación del profesorado, 22(1), 25-51. https://bit.ly/2RfwRQi.
  • Tuzel, S., & Hobbs, R. (2017). El uso de las redes sociales y la cultura popular para una mejor comprensión intercultural. Comunicar, 25(51), 63-72. https://doi.org/10.3916/C51-2017-06.
  • Van Houten, J. (2015). Transforming teacher preparation through collaboration. Foreign Language Annals, 48(3), 323-325. http://doi.org/10.1111/flan.12154.
  • Velasco, M. (2016, 18 October). Competencia mediática hoy [Blog post]. Retrieved from https://bit.ly/2D2hV52.
  • Verbitskaya, O., & Ivanova, L. (2011). Media competence as an integral quality of a new teacher for a new school. European Researcher, 12(15), 1652-1655. Retrieved from https://bit.ly/2EMRS3L.
  • Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413.
  • Vuorikari, R., Punie, Y., Carretero, S., & Van den Brande, L., (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Luxembourg: Publication Office of the European Union. Retrieved from https://bit.ly/21320Fl
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-20944027-f006-4e85-8f9b-87bdca07c3f8
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.