The digital transformation of higher education has gained unprecedented relevance, particularly in the context of the COVID-19 health crisis.
In this scenario, teacher digital competence (TDC) has become a key factor in ensuring the quality of teaching and adaptation to hybrid and virtual environments. However, measuring and developing this competence remains a challenge for universities. Against this backdrop, this study is part of a research project focused on the design and validation of a self-assessment and training platform for TDC, aiming to analyze its effectiveness and usefulness for university faculty.
The study raises three fundamental questions:
- To what extent do the results obtained through the self-assessment platform accurately reflect the level of TDC among university faculty?
- How does the training platform contribute to the development of this competence in the university setting?
- And finally, how has the COVID-19 pandemic influenced faculty perceptions of their own digital competence and the universities' training strategies?
To address these questions, the study employs a qualitative methodology based on semi-structured interviews with university faculty, academic administrators, and educational technology specialists.
Through this analysis, the study not only seeks to evaluate the validity and usefulness of the platform but also to identify design principles that can enhance future digital teacher training tools. Additionally, it aims to reflect on the role of universities in promoting effective strategies for TDC development, a crucial aspect of teaching in today's digital context.
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How to cite: Viñoles-Cosentino, V., Esteve-Mon, F. M., Llopis-Nebot, M. Ángeles, & Adell-Segura, J. (2021). Validation of a Platform for Formative Assessment of Teacher Digital Competence in Times of COVID-19. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 87–106. https://doi.org/10.5944/ried.24.2.29102
