Contents
1 Introduction—On the Need for Research on the Digital Literacy of Current and Future Teachers
References
2 Lessons Learned from COVID-19 Emergency Remote Education. Adaptation to Crisis Distance Education of Teachers by Developing New or Modified Digital Competences
2.1 Introduction
2.2 Digital Competency Frameworks
2.3 Professional Environment
2.4 Digital Resources
2.5 Assessment
2.6 Teaching and Learning
2.7 Empowering Learners
2.8 Facilitating Learners’ Digital Competence
2.9 Conclusions
References
3 Digital Competencies of Pre-service Teacher Students: Albanian Context
3.1 Introduction
3.1.1 Rationale
3.1.2 Albanian Education System
3.2 Theoretical Framework and Literature Review
3.2.1 Demand for Quality Teachers
3.2.2 ICT Use and e-Learning
3.2.3 Digital Skills in Albania
3.2.4 Digital Skills During Covid-19 Pandemic
3.2.5 Literature Review
3.3 Methodology
3.3.1 Defining Digital Competence
3.3.2 Method and Design
3.3.3 Sample and Data Collection
3.3.4 Hypothesis
3.3.5 Analysis
3.4 Results
3.4.1 Descriptive Results
3.4.2 Inferential Analyses
3.5 Discussion
References
4 Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia
4.1 Introduction
4.2 Theoretical Framework
4.2.1 Competence in Education
4.2.2 Digital Competence
4.2.3 Education in Bolivia
4.2.4 Technology Approach in Education in Bolivia
4.3 Methodology
4.3.1 Objective
4.3.2 Method
4.4 Results
4.5 Discussion
4.6 Conclusion
References
5 Digital Literacy of Students of Teacher Training Colleges in Bosnia and Herzegowina—Literature Review and Analysis
5.1 Introduction
5.2 Theoretical Framework
5.3 Research Methodology
5.3.1 Research Procedure and Technique
5.4 Results
5.5 Discussion
5.6 Conclusion
References
6 Digital Competencies Among Brazilian Pre-service Teachers: An Overview
6.1 Introduction
6.2 Theoretical Framework of Digital Competencies in Brazil
6.3 Research Methodology
6.3.1 Objective and Subject Matter
6.3.2 Test Procedure
6.3.3 Research Technique
6.3.4 Research Limitations
6.4 Results
6.5 Discussion
6.6 Conclusion
References
7 Dynamics in the Development of Digital Competence of Bulgarian Teachers
7.1 Introduction
7.2 Theoretical Framework
7.3 Methodology
7.4 Research
7.4.1 Research on the Development of Teacher-Specific Digital Competence Before Entry to the Profession
7.4.2 Research on the Development of In-Service Teachers’ Digital Competence in Bulgaria
7.4.3 Research on the Dynamic of In-Service Teachers’ Digital Competence during COVID-19
7.5 Discussion and Conclusion
References
8 Letting the Light Shine in: A Tapestry of Digital Literacies in Canadian Faculties of Education
8.1 Introduction
8.2 Theoretical and Conceptual Frameworks
8.2.1 Methodology
8.2.2 Results
8.2.3 Pulling Threads
8.3 Measuring
8.3.1 Competency Profile
8.3.2 Self-Study Scholarship
8.4 Discussion
8.4.1 Truth and Reconciliation and DL/DC
8.4.2 Complexity and DL/DC
8.4.3 Beyond Borders with DL/DC
8.5 Conclusion
References
9 Assessment of Digital Competencies in Initial Teacher Training in Chile: What Does the Research Say?
9.1 Introduction
9.2 Theoretical Framework
9.3 Research Methodology
9.3.1 Objective of the Study
9.3.2 Type of Study
9.3.3 Procedure
9.4 Results
9.4.1 Digital Competencies
9.4.2 Digital Teaching Competence
9.4.3 Curricula and Initial Teacher Training Programs
9.5 Discussion
9.6 Conclusions
References
10 Digital Literacy of Chinese Normal Students: A Literature Review
10.1 Introduction
10.2 Concept Definition
10.2.1 “Practice-Oriented, Ability-Oriented” Chinese Characteristics
10.2.2 Main Research Framework
10.3 Research Methodology
10.3.1 Objective and Subject Matter
10.3.2 Test Procedure and Literature Description
10.3.3 Research Technique
10.4 Research Findings
10.4.1 Trend: The Digital Literacy of Normal Students Research Presents an Overall Rise
10.4.2 Theme: The Practice and Training of Normal Students Receives More Attention
10.4.3 Methodology: Qualitative Research is the Mainstream, and Quantitative Research is Growing Rapidly
10.4.4 Performance: Normal Students’ Digital Practice Abilities Are Insufficient
10.5 Discussion
10.5.1 Evaluation of Existing Research
10.5.2 Research Limitations and Future Research Direction
10.6 Conclusion
References
11 Digital Competencies of Czech Pre-service Teachers: Review Study
11.1 Introduction
11.2 Theoretical Framework
11.3 Brief Report About Training for Future Teachers
11.4 Research Methodology
11.4.1 Objective and Subject Matter
11.4.2 Test Procedure
11.4.3 Research Technique
11.5 Results
11.6 Discussion
11.7 Summary
References
12 The Dominican Republic and the Digital Competencies of Future Teachers in the Digital Age
12.1 Introduction
12.1.1 Materials and Methods
12.1.2 Literature Review and Search
12.1.3 Inclusion and Exclusion Criteria
12.1.4 Quality Criteria
12.1.5 Theoretical Framework
12.2 Results and Discussion
12.2.1 How Higher Education Defines Digital Competency/Literacy?
12.2.2 In What Manner Are Future Teachers in the DR Able to Use ICT?
12.2.3 What Are the Digital Skills of Future Educators’ Undergraduates in the DR?
12.2.4 Which Are the Components Frequently Used to Evaluate the Digital Skills of Future Professors in the DR?
12.3 Limitations
12.4 Conclusions
References
13 Digital Competence Among Students of Pedagogy and EFL Teacher–Students in Ecuador: A Review of the Existing Literature
13.1 Introduction
13.2 Theoretical Framework of Digital Competence
13.3 Research Methodology
13.3.1 Procedure
13.3.2 Limitations of the Study
13.4 Results
13.5 Discussion
13.6 Conclusions
References
14 A Multidimensional Perspective on Digital Competence, Curriculum and Teacher Training in Italy. A Scoping Review on Prospective and Novice Teachers
14.1 Introduction
14.2 Digital Competence: An Overview of the Italian Initiatives in the Lens of EU
14.3 The Target: The Training Paths and Profiles of Prospective Teachers in Italy
14.4 Curriculum and Digital Competences
14.5 Pre-service and Novice Teachers’ Digital Competence: A Scoping Review at National Level
14.6 Data and Discussion
14.6.1 Digital Competence Ecosystem
14.6.2 Context
14.7 Conclusion
References
15 The Digital Competence of Future Teachers in Kosovo
15.1 Introduction
15.2 Theoretical Framework of Digital Competence
15.2.1 Digital Literacy
15.2.2 Digital Competence
15.2.3 The Meaning of Digital Competence in Kosovo
15.3 Research Methodology
15.3.1 The Aim and the Method Used
15.3.2 Data Collection
15.3.3 Research Limitations
15.4 The Kosovo Context
15.4.1 An Analysis of the Curricula of the Teaching/Pedagogical Faculties
15.5 Discussion
15.6 Conclusions
References
16 Digital Competence and Teacher Training Overview: Is Lithuania Ready for Digitalism in Education?
16.1 Introduction
16.2 Theoretical Framework
16.3 Methodology
16.4 Results
16.5 Discussion
16.6 Conclusion
References
17 Digital Competencies of Higher Education Institutions in Mexico: A Systematic Literature Review
17.1 Introduction
17.2 Theoretical Framework
17.3 Research Methodology
17.3.1 Selection of Research Questions
17.3.2 Selection of Bibliographic Databases
17.3.3 Choice of Search Terms
17.3.4 Application of Practical Selection Criteria
17.3.5 Application of Methodological Selection Criteria
17.3.6 Data Analysis
17.4 Results
17.4.1 Summary of Results
17.5 Discussion
17.6 Conclusions
References
18 From Tools to Complexity?—A Systematic Literature Analysis of Digital Competence Among Pre-service Teachers in Norway
18.1 Introduction
18.1.1 Research Questions
18.2 The Position of Digital Competence in Norwegian Education
18.2.1 Formal Policy for Early Childhood Education
18.2.2 Formal Policy for Primary and Secondary Education
18.2.3 From Tool-Oriented Skills to Cross-Curricular Competence
18.2.4 The Nordic Perspective
18.3 Methodology
18.3.1 Inclusion Criteria
18.3.2 Literature Search
18.3.3 Analysis
18.3.4 Reflections and Limitations
18.4 Results and Discussion
18.4.1 Target Teaching Levels
18.4.2 Methods Used in Selected Articles
18.4.3 Theoretical Foundations
18.4.4 Digital Competence Concept Development
18.5 Conclusion
References
19 Understanding Digital Literacy, Digital Competence, and Pedagogical Digital Competence: Implementing Online Teaching for Filipino Tertiary Educators During COVID-19
19.1 Introduction
19.2 Method
19.3 Understanding Digital Literacy, Competence, and Pedagogical Digital Competence
19.3.1 Defining DL and DC
19.3.2 Teachers’ DC and PDC
19.3.3 Measuring DC and PDC
19.4 Filipino Tertiary Educators’ PDC and Online Learning
19.5 Obstacles in Enhancing Filipino Teachers’ PDC and Implementing Online Learning
19.5.1 Logistical Problems
19.5.2 Preference for Face-To-Face Teaching
19.5.3 Lack of Institutional Investment and Faculty Training for PDC
19.6 Conclusion
References
20 Digital Literacy Among Students of Pedagogical Faculties in Poland—A Systematic Literature Analysis
20.1 Introduction
20.2 Theoretical Framework of Digital Competence
20.3 Research Methodology
20.3.1 Objective and Subject Matter
20.3.2 Research Procedure
20.3.3 Research Technique
20.3.4 Research Limitations
20.4 Results
20.5 Discussion
20.6 Conclusions
References
21 Understanding the Implications of Digital Competence for the Education Process in Romania. A Literature Review
21.1 Introduction
21.2 Theoretical and Methodological Framework
21.2.1 Digital Competence
21.2.2 Types of Digital Competence
21.2.3 Dimensions of the Digital Competences
21.2.4 Measuring the Digital Competencies
21.3 Methodology
21.3.1 Research Limits
21.4 Results
21.4.1 Terminology and Typology
21.4.2 Indicators Measuring the Digital Competencies and Level of Digital Competences
21.4.3 Factors that Influence the Relation of ITC with the Education
21.5 Discussions
21.6 Conclusions
References
22 Analysis of Teachers’ Needs Related to Their Professional Digital Skills: Reflection on the pre-Corona State in Slovakia and Impact of the First Wave of the Pandemic on These Needs
22.1 Framework of Teacher’s Professional Profile and Key Competences in Slovakia
22.2 Where We Are—Assessment of Slovak Teachers’ Key Competences
22.3 Strategy of Teachers’ Digital Competences Development
22.4 pre-Corona Needs of Teachers’ Digital Competence Development
22.4.1 Teachers’ Attitudes to Incorporation Digital Means in Teaching Process in Relation to the Subjects They Teach
22.4.2 Summary of the pre-Corona Research Findings and Proposed Recommendations
22.5 Teachers’ Digital Competence Needs Under the Corona Pandemic Situation
22.6 Conclusion
References
23 Systematic Review on Digital Competence in the Spanish Context
23.1 Introduction
23.2 Justification and Objectives
23.3 Method
23.3.1 Research Design
23.3.2 Procedure
23.3.3 Data Analysis
23.4 Results
23.4.1 Scientific Output and Production
23.4.2 Structural and Thematic Development
23.4.3 Authors with the Highest Relevance Index
23.5 Discussion
23.6 Conclusions
References
24 Formation and Development of Information and Communication Competencies of Pedagogical Universities Students: Experience of Ukraine
24.1 Introduction
24.2 The Theoretical Framework of ICC
24.3 Research Methodology
24.3.1 Object and Subject of the Research
24.3.2 Research Methods
24.3.3 Test Procedure
24.3.4 Research Technique
24.3.5 Research Limitations
24.4 Results
24.5 Discussion
24.6 Summary
References
25 Mapping Digital Competency Studies in Preservice Teaching Programs in Uruguay
25.1 Introduction
25.2 Methodology
25.3 Results
25.4 Discussion
25.5 Conclusions
References
26 Digital Competence of Future Teachers as a Topic of Russian Scientific Discourse
26.1 Introduction
26.1.1 The Concept of the Study
26.2 Research Methodology
26.3 Results and Discussion
26.3.1 The First Stage of the Study
26.3.2 The Second Stage of the Study
26.4 Conclusion
References