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

Pennsylvania Convention Center, 121BC

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Research papers are a pairing of two 18 minute presentations followed by 18 minutes of Discussion led by a Discussant, with remaining time for Q & A.
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Educational Technology Coordinator
Highlands International School S.S.
Walberto Flores is a professor of pedagogy, has a degree in philosophy, obtained a master's degree in education with a specialization in teaching based on competencies at the Anáhuac University of Mexico and is currently a candidate for a Doctor of Education at the Don Bosco University of El Salvador. He is MIE Expert since 2018, APL since 2019, Google Educator level 2 and ambassador of other technological solutions. He works full time as Educational Technology Coordinator at Highlands San Salvador.Consultant in educational technology. I am an educator passionate about the possibilities that technology offers for learning. #MIE Expert #APL #GoogleEducator Level 2. #NearpodCertifiedTeacher
Academic Coordinator
Highlands International School S.S.
A passionate educator that began this journey 25 years ago. I started teaching elementary and Middle School, and in the last 15 years I've been working as Academic Coordinator for High School at Highlands International School San Salvador. I hold a Masters Degree in Education based in competences. I also have a Masters in School direction from the Semper Altius School Network. I love to learn from others, and create an environment in which each teacher can develop to it's best to enjoy this wonderful experience.

Session description

Developing digital skills is a non-negotiable condition to enhance the digital skills of our students. The COVID emergency has passed, but what made some teachers develop these skills while others did not? Literature offers answers. This investigation confronts them.


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.

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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.

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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.

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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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Session specifications

Teacher education
Chief technology officers/superintendents/school board members, Principals/head teachers, Technology coordinators/facilitators
Attendee devices:
Devices not needed
ISTE Standards:
For Education Leaders:
Empowering Leader
  • Empower educators to exercise professional agency, build teacher leadership skills and pursue personalized professional learning.
  • Build the confidence and competency of educators to put the ISTE Standards for Students and Educators into practice.
Related exhibitors:
Microsoft Corporation