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.

摘要

本文探讨了学生数字能力获取、教学实践和教师专业学习活动之间的关系。我们分析了 59,452 名教师通过 SELFIE（一种针对学校数字能力的在线自我反思工具）提供的见解。利用带有学校固定效应的普通最小二乘回归，我们关注学生的数字能力，发现跨课程项目中数字技术的使用是与学生数字能力的获得最相关的教学实践。另一方面，我们也发现教师参与教师网络与利用数字技术实施跨课程项目高度相关。