Teacher collaboration and students’ digital competence - evidence from the SELFIE tool

Figures & data

Figure 1. Analytical model of the research questions.

Table 1. Descriptive statistics.

I- Usefulness of professional learning activities on the use of digital technologies	Mean	S.D.	n	II- Teaching practices using digital technologies	Mean	S.D.	n	III-Student digital competence	Mean	S.D.	n
Within school collaboration	3.80	1.01	46,854	Tailoring to needs	3.71	1.00	57,726	Responsible behaviour	3.79	1.00	57,180
Other in-house training	3.77	1.06	45,797	Fostering creativity	3.73	1.04	57,151	Safe behaviour	3.75	1.01	56,947
F2F professional learning	3.76	1.10	41,543	Engaging students	3.70	1.02	57,191	Learning to communicate	3.72	1.00	56,223
Online professional learning	3.62	1.13	39,694	Student collaboration	3.49	1.12	56,066	Checking information quality	3.64	1.00	56,740
In-house mentoring/coaching	3.58	1.10	41,115	Cross-curricular projects	3.37	1.17	54,489	Creating digital content	3.59	1.04	56,223
Accredited programmes	3.57	1.16	38,695					Giving credit to other’s work	3.51	1.04	55,990
Professional networks	3.55	1.15	39,296
Study visits	3.40	1.25	36,532

Figure 2. Relationship between digital learning practices and digital competence of students. n = 52,520. R square: 0.50. Notes: Dots indicate the beta values of the OLS regression, while horizontal lines show the 95% confidence interval using robust SE.

Figure 3. Relationship between the usefulness of professional learning activities and cross-curricular projects. n = 30,584 (only those with experience in all the above professional learning activities during the last year). R square:0.44. Notes: F2F stands for face-to-face. Dots indicate the beta values of the OLS regression, while horizontal lines show the 95% confidence interval using robust SE.

Figure 4. Main results of the analysis.

Table 2. Variables included in the models.

Description	Variables – Reported by teachers
Students digital competence index (DigComp)	Index was computed as the average of the six variables below (values from 1–5):
	Students learn how to behave safely online
	Students learn how to behave responsibly when they are online
	Students learn how to check that the information they find online is reliable and accurate
	Students learn how to give credit to others work they have found online
	Students learn how to create digital content
	Students learn how to communicate using digital technologies
Digital teaching practices (practices)	Variables (values from 1–5):
	Tailoring to needs
	Fostering creativity
	Engaging students
	Student collaboration
	Cross-curricular projects
Level of implementation of cross curricular projects (CC)	Students engagement in using digital technologies in cross-curricular projects (values from 1–5):)
Usefulness of professional learning activities (PLactivities)	Variables (values from 1–5):
	Face-to-face professional learning
	Online professional learning
	Within school collaboration
	In-house mentoring/coaching
	Other in-house training
	Study visits
	Accredited programmes

Table 3. Variables included in the robustness check (See footnote 16).

Description	Variables – Reported by teachers
Teachers’ digital competence proxies	Variables (values from 1–5):
	Use of online educational resources
	Creation of digital resources
	Use of virtual learning environment
	Use of digital technologies for school-related communication