ArticleEducation and information technologies2022
Social inclusion as a perspective for the validation of the "DigCompEdu Check-In" questionnaire for teaching digital competence.
Article in Education and information technologies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review.International journal of environmental research and public health · 2022Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Making use of digital technologies and all the possibilities that benefit education is one of the objectives of the European Framework for the Digital Competence of Educators, as well as their potential for personal development and social inclusion, among other aspects. The aim of this study was to validate the «DigCompEdu Check-In» scale as an instrument for the self-reflection of educators regarding their digital competence from the perspective of social inclusion. This questionnaire provides a more accurate view of the digital competence framework and allows self-evaluating the strengths and weaknesses/needs of educators in digital learning. Exploratory and confirmatory factor analyses were performed, using structural equations. The study sample consisted of 2,262 faculty members from different public universities of Andalusia (Spain). The obtained results show the reliability and validity of the instrument and allow generating accurate scientific knowledge for the improvement of education quality and social inclusion, in both university and non-university institutions.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.