Keywords

Media literacy, teacher training, digital competence, media and information literacy, educommunication, curriculum integration

Abstract

This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media.

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Technical information

Received: 12-04-2021

Revised: 25-05-2021

Accepted: 15-07-2021

OnlineFirst: 15-10-2021

Publication date: 01-01-2022

Article revision time: 43 days | Average time revision issue 70: 35 days

Article acceptance time: 94 days | Average time of acceptance issue 70: 66 days

Preprint editing time: 219 days | Average editing time preprint issue 70: 191 days

Article editing time: 264 days | Average editing time issue 70: 236 days

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Alfabetización mediática e informacional en las Escuelas de Imagen y Sonido. Percepciones de profesorado y alumnado AL de Vega Martín, RP González, AG Martín - EDMETIC, 2022 - dialnet.unirioja.es

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Learning Biology Using Real Object, ICT, and Blended Learning to Improve Factual and Conceptual Knowledge S Suyanto, S Suratsih, E Aprilisa… - Jurnal Pendidikan IPA …, 2022 - journal.unnes.ac.id

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Guru, P. P. P., Eliza, D., Husna, A., Utami, N., & Putri, Y. D. (2022). JURNAL BASICEDU. Jurnal Basicedu Vol, 6(3).

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Mediación didáctica de las TIC para el fomento de la conciencia ambiental LP Fuentes Riaño, AD Ruiz Meneses - 2022 - repositorio.cuc.edu.co

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Perilaku Pro-Lingkungan Peserta Didik Berdasarkan Media Pembelajaran dan Gender S Baga, ER Astuty, IM Astra, B Budiaman, U Hasanah - Jurnal Basicedu, 2022 - jbasic.org.

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Roberto Aparici: un activista en la universidad D Azorín Pinto - 2022 - e-spacio.uned.es

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Health Promotion on Instagram. Descriptive-Correlational Study and Predictive Factors of Influencers' Content L Picazo-Sánchez, R Domínguez-Martín… - 2022 - preprints.org

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Gutiérrez-Martín, A., Pinedo-González, R., & Gil-Puente, C. (2022). ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model. [Competencias TIC y mediáticas del profesorado. Convergencia hacia un modelo integrado AMI-TIC]. Comunicar, 70, 21-33. https://doi.org/10.3916/C70-2022-02

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