Teacher collaboration and students’ digital competence - evidence from the SELFIE tool
Jonatan Castaño‐Muñoz, Riina Vuorikari, Patrícia Costa, Ralph Hippe, Panagiotis Kampylis
Abstract
This paper explores the relationship between students’ digital competence acquisition, teaching practices, and teacher professional learning activities. We analysed insights provided by 59,452 teachers through SELFIE, an online self-reflection tool for schools’ digital capacity. Using ordinary least squares regressions with school fixed effects, we focus on students’ digital competence and find that the use of digital technologies in cross-curricular projects is the teaching practice most related to the acquisition of students’ digital competence. On the other hand, we also find that teachers’ participation in teacher networks is highly correlated with the implementation of cross-curricular projects with digital technologies. The results further suggest that the use of digital technologies for teacher collaboration (in professional learning activities and in implementing cross-curricular projects) can have great potential and importance in the digital age, both for teachers and learners.