Abstract
We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.
Highlights
Information and communication technologies (ICT) have transformed the practices of literacy, earning a great importance in the functioning of the contexts of the so-called Society of Knowledge
In one of the recommendations given to the member states, the European Council of Lisbon proposed the creation of a new European framework of reference to “define the new basic qualifications that permanent learning should provide” [3] (p. 11)
The known-groups method is employed, replicating the procedure utilized by Ghomi and Redecker, where it was validated if the tool is able or not to discriminate the variable “digital competence” and its areas of between groups that are known [31]
Summary
Information and communication technologies (ICT) have transformed the practices of literacy, earning a great importance in the functioning of the contexts of the so-called Society of Knowledge. The founding Treaty of the European Union ensures that “the Community will contribute with the development of high-quality education, fomenting the cooperation between Member States” [2] This measure is considered essential for providing a response to the globalization phenomenon, transforming the socio-economic panorama with policies based on the Society of Knowledge. Along this line, the European Council of Stockholm recommends, as the main objective, an “improvement of the basic skills, especially in digital subjects and information technology” [4] The European Council of Stockholm recommends, as the main objective, an “improvement of the basic skills, especially in digital subjects and information technology” [4] This priority highlights the need to improve education policies based on the permanent competence building
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