How to Develop Digital Skills as Teachers: What to Do and Avoid

Framework

The research will be based on the ISTE standards for teachers, the Colombian digital competency framework, the TPAK model and some instruments designed by Cognia.

https://www.cognia.org/

Methods

This research will be focused on teachers who work with students from 4th to 6th grade. Participants must have received at least 1 training course in digital skills in the period between March 2020 and March 2022.

It will be a mixed investigation.

Quantitative instruments derived from the ISTE standards and the digital skills framework of Colombia will be applied (although the research will be carried out in El Salvador; this is due to the clarity of the same and that in the country there is no framework of its own and that is affine and adaptable). From there, teachers will be chosen based on the following characteristics (either due to the absence or presence of these elements): age (one person under 40 years of age and another equal to or greater than 40 years of age); years of teaching professional practice (less than 10 years and another with 10 or more years); self-description of digital competence (competent or not yet competent). In all these cases, three contexts will be considered: public institutions, national calendar private institutions (with classes from January to October) and northern calendar private institutions (with classes from August to June).

With the selection of people made, qualitative instruments will be applied (focus group and semi-structured interview) to investigate the factors that have influenced them for the development (or not) of digital skills.

Finally, they will be observed teaching classes and evidence of learning that they have requested from the students will be analyzed in order to better understand the information collected and thus write the conclusions.

Results

As a result of the research, it is expected to find similarities and differences in the factors that favor or limit the development of digital skills in relation to those reported by the literature and those found in the contexts to be investigated.
Thus, it is hoped to better understand the impact of these factors so that they are considered when designing professional development experiences in digital skills for teachers.

Importance

This research is valuable for ISTE participants because although there is already a clear framework of references for teachers and educational leaders, how to operationalize and make the standards tangible is still a field to understand. In addition, being a primary school teacher is not the same as being a secondary, high school or university teacher, so this research looks at primary school teachers and considers three different contexts to refine the differences and highlight the similarities that arise from investigating the same phenomenon in different places.

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