Evaluation of 1st cycle students’ Digital Competencies: a methodological proposal
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
https://orcid.org/0000-0003-3364-0023
Elisabete Cruz
https://orcid.org/0000-0002-8497-3322
Fernando Albuquerque Costa
https://orcid.org/0000-0001-9604-5542
Abstract
This article presents the conceptual and methodological design geared towards the construction of a student’s digital competences educational device in the school context, developed as part of a master’s investigation, in the educational innovation field at University of Lisbon. The present investigation adopts an innovative methodological approach that involves the teachers in the construction of said device. We pretend to introduce the designed methodological proposal, in accordance with the principles of the Design-Based Research (DBR) and the objectives of a qualitative educational investigation. The methodological proposal values the terrain specificities and the interaction with basic education 1st cycle teachers at the Amadora municipality (Portugal), particularly in the refinement of the evaluation device. For the purposes of this paper, we focus on the methodological definition process, describing thoroughly the different stages of the construction of our device and presenting the scientific basis that justify the chosen options. The different stages are composed of distinct data collection methods and data analysis techniques, in adequacy with the different natures of our data inputs. It was possible to confirm previous studies results regarding the potentialities of DBR in the creation of pedagogical artifacts and to critically assess what are the main potentialities and obstacles according to the adopted procedures. In summary, we believe that this methodological proposal could serve as a basis for investigations that aim to develop similar student’s competence assessment tools in educational context.
Downloads
##plugins.themes.bootstrap3.article.details##
How to Cite
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
openAccess
openAccess
Alexandre, N. M. C. & Coluci, M. Z. O. (2011). Validade de conteúdo nos processos de construção e adaptação de instrumentos de medidas. Ciência & Saúde Coletiva, 16(7), 3061–3068. https://doi.org/10.1590/S1413-81232011000800006
Barab, S., & Squire, B. (2004). Design?based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1–14. http://www.didaktik.itn.liu.se/Texter/Barab_Squire_2004.pdf
Berardo, I. (2021). Education Design Research. In Moreira, A., Sá, P., & Costa, A. P. (Orgs.) Reflexões em torno de Metodologias de Investigação: métodos. (pp. 65–79). UA Editora. http://dx.doi.org/10.34624/hmtj-qg49
Bielba Calvo, M., Martínez Abad, F., & Rodríguez Conde, M. J. (2016). Validación Psicométrica de un Instrumento de Evaluación de Competencias Informacionales en la Educación Secundaria. Revista de Pedagogía, 68(2). https://doi.org/10.13042/Bordon.2016.48593
Bre?ko, B. N., Kampylis, P. & Punie, Y. (2014). Mainstreaming ICT-enabled Innovation in Education and Training in Europe: Policy actions for sustainability, scalability and impact at system level. European Luxemburgo: Serviço das Publicações da União Europeia.
Cabezas-González, M., Casillas-Martín, S., García-Valcárcel-Muñoz-Repiso, A., & Basilotta-Gómez-Pablos, V. (2021). Validación de prueba para evaluar la competencia digital en el área de resolución de problemas en estudiantes de educación obligatoria. Revista Electrónica Educare, 25(3), 1–21. https://doi.org/10.15359/ree.25-3.2
Comissão Europeia/EACEA/Eurydice. (2019). A Educação Digital nas Escolas da Europa. Relatório Eurydice. Luxemburgo: Serviço das Publicações da União Europeia.
Coutinho, C. & Chaves, J. (2001). Desafios à investigação em TIC na educação: As metodologias de desenvolvimento. In: Desafios 2001: Atas da Conferência Internacional de Tecnologias da Informação e Comunicação na Educação (pp. 895–903). Centro de Competência Nónio Século XXI da Universidade do Minho http://repositorium.sdum.uminho.pt/bitstream/1822/4277/3/Clara%20Coutinho.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Cruz, E., Costa, F., Grilo, A., Cardoso, A., Bento, A., Duarte, C., Rodrigues, C., Marcelino, E., Sousa, E., Soares, I., Pires, M., Ferreira, M., Abreu, M.L., Gonçalves, M., Pereira, N., Balula, R., Gomes, S., Lisboa, S., & Peres, V. (2022). Referencial de Competências Digitais para Alunos do 1.º CEB. Projeto Escol@s Digitais (v1.1). Instituto de Educação da Universidade de Lisboa. http://escolasdigitais.ie.ulisboa.pt/produtos/referencial-1-ociclo/
Davis, L. L. (1992). Instrument review: Getting the most from a panel of experts. Applied Nursing Research, 5(4), 194–197. https://doi.org/10.1016/S0897-1897(05)80008-4
Direção-Geral da Educação (2018). Orientações Curriculares para as Tecnologias da Informação e Comunicação - 1º Ciclo do Ensino Básico. https://www.dge.mec.pt/sites/default/files/ERTE/oc_1_tic_1.pdf
Frey, B. B. (2018). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. SAGE Publications, Inc. https://doi.org/10.4135/9781506326139
Gagné, R., Briggs, L., Wager, W. (1992). Principles of Instructional Design (4th ed.). HBJ College Publishers.
García-Valcárcel Muñoz-Repiso, A., Casillas Martín, S., & Basilotta Gómez-Pablos, V. M. (2020). Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education. Journal of New Approaches in Educational Research, 9(1), 110–125. https://doi.org/10.7821/naer.2020.1.459
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1), 28. https://doi.org/10.1186/2046-4053-1-28
Iglesias-Rodríguez, A., Hernández-Martín, A., Martín-González, Y., & Herráez-Corredera, P. (2021). Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments. Sustainability, 13(12), 6733. https://doi.org/10.3390/su13126733
Kalolo, J. F. (2015). The Drive towards Application of Pragmatic Perspective in Educational Research: Opportunities and Challenges. Journal of Studies in Education, 5(1), 150. https://doi.org/10.5296/jse.v5i1.7145
Martínez Abad, F., Bielba Calvo, M., & Herrera García, M. E. (2017). Evaluación, formación e innovación en competencias informacionales para profesores y estudiantes de Educación Secundaria. Revista de Educación, 376. https://doi.org/10.4438/1988-592X-RE-2017-376-346
Martins, G., Gomes, C., Brocardo, J., Pedroso, J., Carrillo, J., Silva, L., Encarnação, M.M., Horta, M. J., Calçada, M.T. Nery, R., & Rodrigues, S. (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Ministério da Educação, Direção-Geral da Educação (DGE).
Mateo, J. & Martínez, F. (2008). La Evaluación Alternativa de los Aprendizajes. ICE & Octaedro. https://www3.uji.es/~betoret/Formacion/Evaluacion/Documentacion/Cuaderno%20Octoedro%203%20ICE-UB%20La%20evaluacion%20alternativa%20de%20los%20aprendizajes.pdf
Mazzardo, M., Nobre, A., Mallmann, E. & Fernandes-Martins, I. (2016). Design-based research: desafios nos contextos escolares. In: Atas do 5º Congresso Iberoamericano em Investigação Qualitativa - Investigação Qualitativa na Educação. Ludomedia. https://proceedings.ciaiq.org/index.php/ciaiq2016/article/view/691
McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. Routledge.
Pereira, A., & Oliveira, I. (2021). Pragmatismo, design-based research e investigação-ação. Revista Pesquisa Qualitativa, 9(21), 445–467. https://doi.org/10.33361/RPQ.2021.v.9.n.21.453
Plomp, T. (2013). Educational Design Research: An Introduction. In T. Plomp & N. Nieveen (Eds.), Educational Design Research Part A: An Introduction (pp. 10-51). Enschede, The Netherlands: SLO.
Ponte, J.P., Carvalho, R., Mata-Pereira, J., & Quaresma, M. (2016). Investigação baseada em design para compreender e melhorar as práticas educativas. Quadrante, 25(2), 77-98. http://hdl.handle.net/10451/28786
Reichert, F., Zhang, D., Law, N. W. Y., Wong, G. K. W., & de la Torre, J. (2020). Exploring the structure of digital literacy competence assessed using authentic software applications. Educational Technology Research and Development, 68(6), 2991–3013. https://doi.org/10.1007/s11423-020-09825-x
Redecker, C. (2013). The Use of ICT for the Assessment of Key Competences. European Luxemburgo: Serviço das Publicações da União Europeia.
Reeves, T. C., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1). https://doi.org/10.14742/ajet.982
Zabala, A. & Arnau, L. (2010). Como aprender e ensinar competências. Artmed.