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Article

Teacher Digital Literacy: The Indisputable Challenge after COVID-19

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Department of Didactics of Mathematics, Social Sciences and Experimental Sciences, Faculty of Education Sciences, University of Málaga, Teatinos Campus, 29071 Málaga, Spain
2
Department of Educational Sciences, University of La Rioja, C/Luis de Ulloa Nº 2, 26004 Logroño, Spain
*
Author to whom correspondence should be addressed.
Academic Editor: Jin Su Jeong
Sustainability 2021, 13(4), 1858; https://doi.org/10.3390/su13041858
Received: 12 November 2020 / Revised: 4 February 2021 / Accepted: 4 February 2021 / Published: 8 February 2021
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies. View Full-Text
Keywords: digital skills; ICT competencies; teacher training; digital literacy; linear regression model digital skills; ICT competencies; teacher training; digital literacy; linear regression model
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MDPI and ACS Style

Sánchez-Cruzado, C.; Santiago Campión, R.; Sánchez-Compaña, M.T. Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability 2021, 13, 1858. https://doi.org/10.3390/su13041858

AMA Style

Sánchez-Cruzado C, Santiago Campión R, Sánchez-Compaña MT. Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability. 2021; 13(4):1858. https://doi.org/10.3390/su13041858

Chicago/Turabian Style

Sánchez-Cruzado, Cristina, Raúl Santiago Campión, and Mª T. Sánchez-Compaña 2021. "Teacher Digital Literacy: The Indisputable Challenge after COVID-19" Sustainability 13, no. 4: 1858. https://doi.org/10.3390/su13041858

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