This document presents a study on developing indicators to evaluate the ICT competencies of university teachers in Spain. It involved reviewing literature and existing competency frameworks from 13 accreditation agencies and 52 universities in Spain as well as from 15 other countries. This resulted in 180 indicators across 83 sources which were organized into pre-catalogues. The indicators were ultimately compiled into areas related to a pedagogical model, with 79 indicators across five areas. The study also involved a self-assessment of ICT competencies by 546 Spanish university teachers.

1. University teachers ICT
competence:
evaluation indicators based
on a pedagogical model
Paz Prendes
Linda Castañeda
Isabel Gutiérrez
Group of Research in Educational Technology
University of Murcia - Spain

2. University teachers ICT Competence

3. “ICT competences for teachers in
Spanish public universities:
indicators & proposals for good
practices”
reference EA2009-0133

4. http://www.um.es/competenciastic

5. “Day 86 - Head in the Clouds” By Margolove In http://www.flickr.com/photos/margolove/1909249179/in/set-72157606471524930/
Methodology About
Learning to teach
Networks Ethics

8. “Research on competencies & ICT training ofResearch on competencies & ICT training of
teachers in Bolivian and Dominican universitiesteachers in Bolivian and Dominican universities”
Project A/018302/08
Literature Review
ALA, BECTA, EFAW, EUROPEAN COMISSION, ESCUDERO,
ISTE, JISC, Ministerio de Educación de Chile
Indicators included in official documents, regulations and evaluationIndicators included in official documents, regulations and evaluation
cataloguescatalogues in public HE Institutions, and official agencies of accreditationin public HE Institutions, and official agencies of accreditation
Spain: 13 agencies of accreditation and 52 UniversitiesSpain: 13 agencies of accreditation and 52 Universities
15 other countries’ national agencies of accreditation15 other countries’ national agencies of accreditation
83 different sources83 different sources
180 Indicators180 Indicators
Pre-catalogue 1
Pre-catalogue 0Pre-catalogue 0

9. 79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006)
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006)
Pre-catalogue 2Pre-catalogue 2
Pre-catalogue 0 Pre-catalogue 1

10. 79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of(areas definition of the Chilean Ministry of
Education 2006)Education 2006)
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of(areas definition of the Chilean Ministry of
Education 2006)Education 2006)

11. 79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006)
79 indicators - 5 areas79 indicators - 5 areas
(areas definition of the Chilean Ministry of Education 2006)(areas definition of the Chilean Ministry of Education 2006)
Management ? orManagement ? or
Proffesional Development ?Proffesional Development ?
How to measure?How to measure?

13. a pedagogical model

14. a pedagogical model

17. Indicators
T1
Knows the role of ICT in future profession of students he teaches.
Understands relationships between the curriculum of his area of knowledge, and the way to implement
ICT in his teaching practice
Knows a variety of didactic strategies to implement ICT in his teaching
Knows good educational practices in his area of specialization, using ICT at university
Knows good educational practices in his area of specialization, using ICT in general
Knows possibilities and limitations of ICT as learning tools
Knows implications of educational politics in his teaching practice, especially the politics related to ICT
T2a
Selects and chooses appropriate ICT tools and resources in order to enhance the students’ learning
Selects and uses didactic strategies using ICT
Uses ICT tools to produce educational resources
Uses ICT to publish educational resources
Uses pedagogical criteria to select educational resources based on ICT
Designs activities where his include educational resources based on ICT
Uses university technology enhanced learning support services
T2b
Uses a diversity of didactic strategy using ICT
Solves learning needs using educational resources based on ICT
Uses educational resources based on ICT to take into account the diversity of students
Implements learning activities that include educational resources based on ICT
Uses communication skills to improve the participation of students in ICT environments
Uses ICT for tutoring
Uses ICT for learning assessment
Uses ICT to evaluate complex cognitive processes
T3a
Favors equal access to ICT resources for all students
Analyzes the effect of teaching practices using ICT, in order to improve it, using the conclusions in
further experiences
T3b
Continually updates his knowledge of ICT development and uses of ICT
Participates in educational innovation projects to promote or improve the use of ICT in teaching
Co-ordinates and/or promotes, ICT supported activities in their department or institution
Creates and enriches a list of relevant sites (web resources) to improve teaching practices and
professional learning
Uses diverse information sources related to actualization in teaching and in ICT
Uses digital resources in order to improve teaching practices
Participates in learning activities related to ICT as a student
Participates in learning activities related to ICT as a teacher
Participates in spaces of reflection and interchange (face to face or online) about experiences of design
and implementing teaching experiences using ICT
Takes part in professional networks of teachers who use ICT for teaching
Spreads awareness of teaching experiences using ICT in different places

18. Indicators
R1
Takes part in and/or promotes innovation groups and research in the use of ICT for
teaching
R2
Knows and applies legal and ethical principles associated with digital information and
ICT use
Uses and promotes the use of open format to publish digital resources
R3 Publishes their scientific production in open (free) environments
M2
TRM1
Uses the ICT resources the institution gives him, to carry out management tasks
Knows basic terms and components related to ICT
Correctly uses necessary information to select and buy digital resources and ICT tools
TRM3
Uses health and safety measures in the use of ICT
Is able to face and solve technical problems
Objectives?Objectives?
Subjectives?Subjectives?
Measurables?Measurables?

19. The Study, the state of ICT
competence in Spain
The Study, the state of ICT
competence in Spain

20. 546546 spanish university teachersspanish university teachers
The Study, the state of ICT
competence in Spain
The Study, the state of ICT
competence in Spain

21. Self-assesing – immediate feedbackSelf-assesing – immediate feedback

23. University teachers ICT
competence:
evaluation indicators based on a
pedagogical model
Linda Castañeda
www.lindacastaneda.com
Twitter: lindacq
lindacq@um.es
Group of Research in Educational Technology
University of Murcia - Spain