%0 Conference Paper %1 SchröGrafe2020tn %A Schröter, Thomas %A Grafe, Silke %B Proceedings of Innovate Learning Summit 2020 %D 2020 %E Bastiaens, Theo J. %E Marks, Gary H. %I Association for the Advancement of Computing in Education (AACE) %K Grafe Schröter ViLeArn %P 144-157 %T Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks %U https://www.learntechlib.org/primary/p/218795/ %X Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence.

@inproceedings{SchröGrafe2020tn, abstract = { Much research has been conducted regarding media-related competences and literacy in teacher education, yet the target group of teacher educators and university teachers has only recently been addressed. The aim of our paper is to offer a basis for informed ICT-related framework choices for researchers, to identify important achievements during the last decade and to reveal needs for further research. After a systematic review of existing frameworks, the three internationally recognised models TETCs, DigCompEdu and Jisc’s Digital Capabilities were chosen and systematically analysed and compared against a set of criteria covering both theoretical and empirical aspects. Although a plethora of criteria addressing formal, empirical and pedagogical aspects were used, all models offered information on every criterion. However, assessing digital literacy/competence remains a challenging task, with the frameworks’ instruments measuring self-efficacy instead of literacy and competence. }, added-at = {2021-11-04T13:34:30.000+0100}, author = {Schröter, Thomas and Grafe, Silke}, biburl = {https://www.bibsonomy.org/bibtex/2791c5d7de643a0b28ae72f8c6da683b9/sp-jmu}, booktitle = { Proceedings of Innovate Learning Summit 2020}, editor = {Bastiaens, Theo J. and Marks, Gary H.}, interhash = {b80810c60beec4dc81e3840e38c71dad}, intrahash = {791c5d7de643a0b28ae72f8c6da683b9}, keywords = {Grafe Schröter ViLeArn}, month = { November }, pages = { 144-157 }, publisher = { Association for the Advancement of Computing in Education (AACE) }, timestamp = {2023-09-12T18:00:39.000+0200}, title = { Digital Literacy and Digital Competency of University Teachers. A Systematic Analysis of Frameworks }, url = {https://www.learntechlib.org/primary/p/218795/}, year = { 2020 } }