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Teacher's Digital Competencies. A Systematic Review in the Latin-American Context

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@article{IJASEIT12542,
   author = {Maria-Stefanie Vásquez and Rosabel Roig-Vila and Myriam Peñafiel},
   title = {Teacher's Digital Competencies. A Systematic Review in the Latin-American Context},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {11},
   number = {6},
   year = {2021},
   pages = {2495--2502},
   keywords = {Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.},
   abstract = {

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

},    issn = {2088-5334},    publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},    url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=12542},    doi = {10.18517/ijaseit.11.6.12542} }

EndNote

%A Vásquez, Maria-Stefanie
%A Roig-Vila, Rosabel
%A Peñafiel, Myriam
%D 2021
%T Teacher's Digital Competencies. A Systematic Review in the Latin-American Context
%B 2021
%9 Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.
%! Teacher's Digital Competencies. A Systematic Review in the Latin-American Context
%K Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.
%X 

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=12542 %R doi:10.18517/ijaseit.11.6.12542 %J International Journal on Advanced Science, Engineering and Information Technology %V 11 %N 6 %@ 2088-5334

IEEE

Maria-Stefanie Vásquez,Rosabel Roig-Vila and Myriam Peñafiel,"Teacher's Digital Competencies. A Systematic Review in the Latin-American Context," International Journal on Advanced Science, Engineering and Information Technology, vol. 11, no. 6, pp. 2495-2502, 2021. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.11.6.12542.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Vásquez, Maria-Stefanie
AU  - Roig-Vila, Rosabel
AU  - Peñafiel, Myriam
PY  - 2021
TI  - Teacher's Digital Competencies. A Systematic Review in the Latin-American Context
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 11 (2021) No. 6
Y2  - 2021
SP  - 2495
EP  - 2502
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.
N2  - 

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

UR - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=12542 DO - 10.18517/ijaseit.11.6.12542

RefWorks

RT Journal Article
ID 12542
A1 Vásquez, Maria-Stefanie
A1 Roig-Vila, Rosabel
A1 Peñafiel, Myriam
T1 Teacher's Digital Competencies. A Systematic Review in the Latin-American Context
JF International Journal on Advanced Science, Engineering and Information Technology
VO 11
IS 6
YR 2021
SP 2495
OP 2502
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 Digital competencies; digital competencies; digital skills; higher education; content analysis; bibliometric; Latin America.
AB 

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=12542 DO - 10.18517/ijaseit.11.6.12542