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Author
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Alfonso Gutiérrez‑Martín, Cristina Gil‑Puente
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Year
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2022
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Publisher
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Comunicar – Media Education Research Journal
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Abstract
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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 participated in the questionnaire. This is an exploratory cross-sectional study employing quantitative descriptive and correlational methodology. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is consistently lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies, which questions the tendency to prioritize technological and didactic training over media education training. The study concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and proposes a global model of teacher competencies in media and ICT (COMPROMETIC) 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.