The questionnaire to assess the teachers’ digital teaching competence will be published immediately, which we have recently validated in the research group on Flipped Learning. It is quite obvious that the nature and characteristics of current learning and the requirements of the training of teachers and their students are beyond the traditional models based on expository methodologies (which have their place, I will say it once again) that does not They can become the only didactic argument, nor constitute the only pedagogical baggage of teachers.
As I said on other occasions, being a teacher today has its complexities. It requires a preparation that is not limited to the knowledge of a subject, this being the first and foremost (incidentally, because too much is forgotten). This means that in the Universities and particularly in the Faculties of Education, the training of future teachers must be taken very seriously. But to do so, it is necessary to help their teachers to improve and update themselves pedagogically and technologically. The TPACK model comes to mind once again, which can inspire were to move forward.
And we need a more personalized school in which each student can grow and develop their full potential. That requires attentive and willing teachers. Yes, of course, means are needed, but personal will and decisions come first.
In the attached table, I include some tasks or digital skills and a set of tools to carry them out. It may be interesting for teachers to look at them and see if we are competent to carry out the tasks indicated by the competencies. We do it with a didactic sense, within a coherent instruction model,
for example, and finally, the least important, if We know the indicated tools, which are not necessarily an optimal or exhaustive relationship, but they can give us clues about our level of digital literacy.
To finish I remember, that entry about teachers and the use of technology can give us clues.
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