References
- Alarcón, R., Jiménez, E., & Vicente‐Yagüe, M. I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
- Area, M., Hernández, V., & Sosa, J. J. (2016). Models of educational integration of ICTs in the classroom. [Modelos de integración didáctica de las TIC en el aula]. Comunicar, 24(47), 79–87. https://doi.org/10.3916/C47-2016-08
- Ayale, T., & Joo, J. (2019). The digital culture of students of pedagogy specialising in the humanities in Santiago de Chile. Computers & Education, 133, 1–12. https://doi.org/10.1016/j.compedu.2019.01.002
- Banister, S., & Reinhart, R. V. (2012). Assessing NETS• T performance in teacher candidates: Exploring the wayfind teacher assessment. Journal of Digital Learning in Teacher Education, 29(2), 59–65. https://doi.org/10.1080/21532974.2012.10784705
- Chang, W. W. M. (2016). Digital Competence and Professional Development of Vocational Education and Training Teachers in Queensland Doctoral dissertation, Queensland University of Technology. https://eprints.qut.edu.au/95088/
- Chen, F., Curran, P. J., Bollen, K. A., Kirby, J., & Paxton, P. (2008). An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models. Sociological Methods & Research, 36(4), 462–494. https://doi.org/10.1177/0049124108314720
- Claro, M., Salinas, Á., Cabello-Hutt, T., San Martín, E., Preiss, D. D., Valenzuela, S., & Jara, I. (2018). Teaching in a Digital Environment (TIDE): Defining and measuring teachers’ capacity to develop students’ digital information and communication skills. Computers & Education, 121, 162–174. https://doi.org/10.1016/j.compedu.2018.03.001
- Cuhadar, C. (2018). Investigation of pre-service teachers’ levels of readiness to technology integration in education. Contemporary Educational Technology, 9(1), 61–75. https://doi.org/10.30935/cedtech/6211
- Dunn, T. J., Baguley, T., & Brunsden, V. (2014). From alpha to omega: A practical solution to the pervasive problem of internal consistency estimation. British Journal of Psychology, 105(3), 399–412. https://doi.org/10.1111/bjop.12046
- Durlak, J. (2009). How to Select, Calculate, and Interpret Effect Sizes. Journal of Pediatric Psychology, 34(9), 17–28. https://doi.org/10.1093/jpepsy/jsp004
- European Commission. (2013). Supporting teacher competence development. https://bit.ly/2UPN7MC
- European Commission. (2018). Council Recommendation on key competences for lifelong learning. Retrieved from https://bit.ly/2XePPgg
- European Union. (2009). Council Conclusions of 12 May 2009 on a Strategic Framework for European Cooperation in Education and Training (ET 2020). https://bit.ly/2yGi6Ci
- Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. https://bit.ly/2UPlqDE
- Flannelly, L. T. (2001). Using feedback to reduce students’ judgment bias on test questions. Journal of Nursing Education, 40(1), 10–16. https://doi.org/10.3928/0148-4834-20010101-05
- Foster, N. L., Was, C. A., Dunlosky, J., & Isaacson, R. M. (2017). Even after thirteen class exams, students are still overconfident: The role of memory for past exam performance in student predictions. Metacognition and Learning, 12(1), 1–19. https://doi.org/10.1007/s11409-016-9158-6
- Generalitat de Catalunya. (2015). DECRET 119/2015, de 23 de juny, d’ordenació dels ensenyaments de l’educació primària. Retrieved from https://bit.ly/2wir1sL
- Generalitat de Catalunya. (2018). Competència digital docent del professorat de Catalunya. In Digital teaching competence of teachers in Catalonia. Departament d’Ensenyament. http://ensenyament.gencat.cat/ca/departament/publicacions/monografies/competencia-digital-docent/
- Gisbert-Cervera, M., Usart, M., & Lázaro-Cantabrana, J. L. (2022). Training pre-service teachers to enhanced digital education. European Journal of Teacher Education, 45(4), 532–547. https://doi.org/10.1080/02619768.2022.2098713
- Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Pearson.
- He, T., & Zhu, C. (2017). Digital informal learning among Chinese university students: The effects of digital competence and personal factors. International Journal of Educational Technology in Higher Education, 14(1), 14–44. https://doi.org/10.1186/s41239-017-0082-x
- Hill, C., Corbett, C., & Rose, A. (2010). Why so Few? Women in Science, Technology, Engineering and Mathematics. AAUW. Retrieved from http://bit.ly/2ldiYI0
- Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
- Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37–45. https://doi.org/10.1016/j.tate.2017.05.016
- INTEF. (2017). Marco Común de Competencia Digital Docente. [Common Framework of Teacher Digital Competence]. Retrieved from https://bit.ly/1Y88rd6
- Kelentric, M., Helland, K., & Arstorp, A. T. (2017). Professional digital competence framework for teachers; The Norwegian Centre for ICT in Education: https://bit.ly/2JHkLOm
- Kim, C., Kim, M. K., Lee, C., Spector, J. M., & De Meester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005
- Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(3), 143–164. https://doi.org/10.18261/issn.1891-943x-2016-03-02
- Lázaro-Cantabrana, J. L., Sanromà-Giménez, M., Molero-Aranda, T., & Gisbert-Cervera, M. (2019). Utilización de una herramienta de videoanálisis para evaluar la Competencia Digital Docente: diseño de un aula mediante un entorno virtual 3D. [Use of a video analysis tool to assess teachers’ digital competence: design of a classroom using a virtual 3D environment]. In Roig-Vila (Ed.), Investigación e innovación en la Enseñanza Superior. Nuevos contextos, nuevas ideas (pp. 252–261). Octaedro.
- Lázaro-Cantabrana, J. L., Usart-Rodríguez, M., & Gisbert-Cervera, M. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73–78. https://doi.org/10.7821/naer.2019.1.370
- Lázaro, J. L., & Gisbert, M. (2015). Elaboración de una rúbrica para evaluar la competencia digital del docente. [Common Framework of Teacher Digital Competence]. Universitas Tarraconensis, Revista de Ciències de l’Educació, 1(1), 30–47. https://doi.org/10.17345/ute.2015.1.648
- Lemon, N., & Garvis, S. (2016). Pre-service teacher self-efficacy in digital technology. Teachers & Teaching, 22(3), 387–408. https://doi.org/10.1080/13540602.2015.1058594
- Mannila, L., Nordén, L., & Pears, A. (2018) Digital competence, teacher self-efficacy and training needs. En Proceedings of ACM Conference on International Computing Education Research. 2018. (pp 78–85). https://doi.org/10.1145/3230977.3230993
- Muhd, K. O., Self, M. J., Cole, K. L. M., Rashid, A. M., & Puad, M. H. M. (2018). Job satisfaction and motivation to teach: Predicting intrinsic and extrinsic factors towards retaining career-switchers in the teaching profession. International Journal of Education, Psychology and Counseling, 3(16), 59–76. https://bit.ly/3MUCLWh
- Napal-Fraile, M., Peñalva-Vélez, A., & Mendióroz-Lacambra, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
- Papanikolaou, K., Makri, K., & Roussos, P. (2017). Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning. International Journal of Educational Technology in Higher Education, 14(1), 34. https://doi.org/10.1186/s41239-017-0072-z
- Prensky, M. (2001). Digital natives, digital immigrants, part II. Do they really think differently? On the Horizon, 9(6), 1–6. https://doi.org/10.1108/10748120110424843
- Punj, G., & Stewart, D. W. (1983). Cluster analysis in marketing research: Review and suggestions for application. Journal of Marketing Research, 20(2), 134–148. https://doi.org/10.1177/002224378302000204
- Redecker, C., & Punie, Y. (2017). European Framework for the digital competence of educators: DigCompEdu. In Y. Punie (Ed.), EUR 28775 EN. Publications office of the european union. https://doi.org/10.2760/159770
- Roig, R., Mengual, S., & Quinto, P. (2015). Primary teachers’ technological, pedagogical and content knowledge. Comunicar, 23(45), 151–159. https://doi.org/10.3916/C45-2015-16
- Røkenes, F. M., & Krumsvik, R. J. (2014). Development of student teachers’ digital competence in teacher education-A literature review. Nordic Journal of Digital Literacy, 9(4), 250–280. Retrieved from. https://bit.ly/2x8QQfe
- Sahlberg, P., & Boce, E. (2010). Are teachers teaching for a knowledge society? Teachers & Teaching Theory & Practice, 16(1), 31–48. https://doi.org/10.1080/13540600903475611
- Schalk, A. (2010). El impacto de las TIC en la educación: Relatoría de la Conferencia Internacional de Brasilia, Santiago de Chile: Unesco. [The impact of ICT in education: Rapporteurship of the International Conference of Brasilia, Santiago de Chile: Unesco]. https://bit.ly/33olCfI
- Silva, J., Usart, M., & Lázaro-Cantabrana, J. L. (2019). Teacher’s digital competence among final year pedagogy students in Chile and Uruguay. Comunicar, 27(61), 33–43. https://doi.org/10.3916/C61-2019-03
- Stosic, L., & Fadiya, S. O. (2017). The attitudes of students towards the use of ICT during their studies. Russian Psychological Journal, 14(1), 135–148. https://doi.org/10.21702/rpj.2017.1.9
- Tourón, J., Martín, D., Navarro, E., Pradas, S., & Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores [Construct validation of a questionnaire to measure teachers’ digital competence)]. Revista Española de Pedagogía, 76(269), 25–54. https://doi.org/10.22550/REP76-1-2018-02
- Unesco. (2018). ICT competency framework for teachers. Retrieved from https://bit.ly/2WD5kLH
- Usart, M., Lázaro, J. L., & Gisbert, M. (2021). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. https://doi.org/10.5944/educxx1.27080
- Vera, J., Torres, L., & Martínez, E. (2014). Evaluación de competencias básicas en tic en docentes de educación superior en México. [Evaluation of basic ICT skills in higher education teachers in Mexico]. Píxel-Bit, Revista de Medios y Educación, 0(44), 143–155. https://doi.org/10.12795/pixelbit.2014.i44.10
- Vuorikari, R., Punie, Y., Carretero-Gómez, S., & Van den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Luxembourg Publication Office of the European Union. EUR 27948 EN. https://doi.org/10.2791/11517
- Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119–140. https://doi.org/10.1007/s10648-015-9355-x