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.
References
Aguaded, I., Jaramillo-Dent, D., & Delgado-Ponce, A. (Eds). (2021). Currículum Alfamed de formación de profesores en educación mediática. Octaedro. https://bit.ly/3xQvQnD
All Aboard (Ed.) (2015). Towards a National digital skills framework for Irish higher education: Review and comparison of existing frameworks and models. Ireland’s National Forum for the Enhancement of Teaching & Learning. All Aboard. https://bit.ly/3f7Ag35
Aparici, R. (1996). La revolución de los medios audiovisuales: Educación y nuevas tecnologías. Ediciones de la Torre.
Aparici, R. (2010). Educomunicación: Más allá del 2.0. Gedisa.
Buckingham, D. (2015). La evolución de la educación mediática en Reino Unido: Algunas lecciones de la historia. Revista Interuniversitaria de Formación del profesorado, 29(1), 77-88. https://bit.ly/3cVRP3j
Carlsson, U. (2019). Field of knowledge, concepts and history. In U. Carlsson (Ed.), Understanding media and information literacy (MIL) in the digital age. A question of democracy (pp 37-56). University of Gothenburg. https://bit.ly/3xWsCz2
CML (Center for Media Literacy) (Ed.) (2020). Media literacy in the USA. Center for Media Literacy. https://bit.ly/3cYcAvk
Link DOI | Link Google Scholar
Cwaik, J. (2020). 7R: Las siete revoluciones tecnológicas que transformarán nuestra vida. Penguin Random House.
Link DOI | Link Google Scholar
Egere, I. (2019). Digital media literacy in Africa: Precautionary principle and discourse strategies. International Journal of Pedagogy, Policy and ICT in Education, 7, 65-89. https://bit.ly/3Bqbu6K
Esteve, F., Castañeda, L., & Adell, J. (2018). Un modelo holístico de competencia docente para el mundo digital. Revista Interuniversitaria de Formación del Profesorado, 32(1), 105-116. https://bit.ly/2R6IRci
Link DOI | Link Google Scholar
Frau-Meigs, D. (2006). Media education: A kit for teachers, students, parents and professionals. Unesco. https://bit.ly/2OTFTXY
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Grizzle, A., & Hamada, M. (2019). Media and Information Literacy Expansion (MILX). Reaching global citizens with MIL and other social competencies. In U. Carlsson (Ed.), Understanding Media and Information Literacy (MIL) in the digital age. A question of democracy (pp. 241-261). University of Gothenburg. https://bit.ly/3eFADAT
Link DOI | Link Google Scholar
Hartai, L. (2014). Report on formal media education in Europe. Project ‘EMEDUS: European Media Literacy Education Study’. EMEDUS. https://bit.ly/3 f7A2Je
Hernández-Sampieri, R., & Mendoza, C.P. (2018). Metodología de la investigación: Las tres rutas cuantitativa, cualitativa y mixta. McGrawHill Education.
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
INTEF (Ed.) (2017). Marco común de competencia digital docente 2017. MECD. https://bit.ly/2NJe8Az
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
MLN (Media Literacy Now) (Ed.) (2020). U.S. Media literacy policy report 2020. State-by-State survey of the status of media literacy education laws in K-12 Schools. Media Literacy now. https://bit.ly/3cbIO6W
Nascimbeni, F., & Vosloo, S. (2019). Digital literacy for children: Exploring definitions and frameworks. United Nations Children's Fund (Unicef). https://uni.cf/3iwzDQw
Organización de Naciones Unidas (ONU) (Ed.) (2015). Objetivos de desarrollo del milenio. Informe de 2015. Naciones Unidas. https://bit.ly/39bVitA
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Trejo-Quintana, J. (2016). La otra enseñanza. Alfabetización mediática e informacional en América Latina y el Caribe. TV UNAM y SPR D.R.
Unesco (Ed.) (1982). Grünwald declaration on media education. Unesco. https://bit.ly/3lSW18d
Unesco (Ed.) (2013a). Media and information literacy: Policy and strategy guidelines. United Nations Educational. https://bit.ly/2SOpEKb
Unesco (Ed.) (2013b). Global media and information literacy assessment framework: Country readiness and competencies. Unesco. https://bit.ly/3lSju8C
Unesco (Ed.) (2019). Marco de competencias de los docentes en materia de TIC. Versión 3.0. Unesco. https://bit.ly/396mlqO
Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., & Cheung, C.K. (2011). Alfabetización mediática e informacional: Curriculum para para profesores. Unesco. https://bit.ly/2UKHJcG
Fundref
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
Metrics
Metrics of this article
Views: 12001
Abstract readings: 9885
PDF downloads: 2116
Full metrics of Comunicar 70
Views: 117193
Abstract readings: 94733
PDF downloads: 22460
Cited by
Cites in Web of Science
Martin-Nunez, JL; Bravo-Ramos, JL; (...); Nunez-del-Rio, C. Teaching in Secondary Education Teacher Training with a Hybrid Model: Students' Perceptions SUSTAINABILITY, 2022.
Cites in Scopus
Currently there are no citations to this document
Cites in Google Scholar
Martín-Núñez, J. L., Bravo-Ramos, J. L., Sastre-Merino, S., Pablo-Lerchundi, I., Caravantes Redondo, A., & Núñez-del-Río, C. (2022). Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions. Sustainability, 14(6), 3272.
Cuesta Ramírez, L. Alfabetización mediática y el consumo de noticias en institutos de Andalucía: un análisis cualitativo.
http://openaccess.uoc.edu/webapps/o2/handle/10609/141566
Espinoza, M. F. Á., Miranda, S. M. P., & Livia, D. P. R. (2022). Competencia docente y uso de tecnologías en una Unidad de Gestión Educativa Local Peruana. Revista Conrado, 18(85), 300-308.
https://conrado.ucf.edu.cu/index.php/conrado/article/view/2289
Baga, S., Aqil, D. I., & Rosaline, M. M. (2022). Caricatures and comics based on gender towards concept understanding: A learning media on environmental pollution. Biosfer: Jurnal Pendidikan Biologi, 15(1), 134-146.
http://journal.unj.ac.id/unj/index.php/biosfer/article/view/25318
Alternative metrics
How to cite
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