Validation of a tool for self-evaluating teacher digital competence

Abstract

The impressive and rapid development of society is leading to technological innovations that require new technical and cognitive skills. In particular, Teacher Digital Competence (TDC) is becoming increasingly important as an initial step towards better use of Digital Technologies (DT) in the classroom. Nevertheless, to date, future teachers on training programs have no tools to help them self-evaluate their own competence and get instant feedback on how their TDC is developing. This study subjects a TDC self-evaluation tool for initial teacher training – COMDID-A – to dimensional and external validation, in relation to age, gender and access to university. The sample consisted of 144 students on an initial teacher training program at a Catalan university. The results show that the dimensional structure proposed by the theoretical model is highly reliable and has four dimensions: 1. Didactic, curricular and methodological aspects; 2. Planning, organization and management of digital technological resources and spaces; 3. Ethical, legal and security aspects; and 4. Personal and professional development. Furthermore, significant correlations emerge between age and self-evaluation of TDC: in particular, older students self-evaluate themselves as less competent than younger students. No gender differences were observed. The outcomes of this study could provide future teachers and educational institutions with a valid and reliable tool to guide their perception and awareness of TDC development. This tool could be implemented in the formative assessment process of initial teacher training to raise students’ awareness of this competence and give them tools so that they can make significant use of DT in the classroom.