La competencia digital del futuro docenteAnálisis bibliométrico de la productividad científica indexada en Scopus

Página 317 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus The digital competence of the future teacher: bibliometric analysis of scientific productivity indexed in Scopus Antonio-Manuel Rodríguez-García Universidad de Granada [email protected] María Pilar Cáceres Reche Universidad de Granada [email protected] Santiago Alonso García Universidad de Sevilla [email protected] RESUMEN. La competencia digital es una de las siete habilidades clave que cualquier ciudadano debe desarrollar al terminar la educación básica. Por su parte, los futuros docentes son los agentes esenciales que se van a encargar de desarrollar esa competencia en las generaciones futuras, por lo que poseer un gran nivel de competencia digital se ha convertido en un aspecto necesario para la sociedad del siglo XXI. En esta línea, la presente investigación tiene por objetivo analizar la producción científica de mayor impacto acerca de la competencia digital del futuro docente en la base de datos de Scopus. Para ello, se han considerado diez variables de investigación: año de publicación, publicaciones periódicas, autores, institución, país, tipo de documento, formato de publicación, áreas de conocimiento y artículos más citados. Por una parte, los resultados proyectan una línea de investigación que se encuentra en auge y cuya mayor producción científica se encuentra concentrada en el período 2014-2017. Por otra parte, aunque la temática ha sido estudiada a nivel internacional, España es el país que más investigación ha producido en esta línea, así como sus diferentes instituciones de Educación Superior. Finalmente, destaca una producción científica que se publica en revistas y en actas de congresos en formato artículo o de ponencia. Para concluir, se genera una visión ajustada del impacto de la investigación sobre competencia digital docente a nivel internacional en la actualidad para mostrarnos el estado de la cuestión. PALABRAS CLAVE. Competencia digital, docentes en formación, bibliometría, meta-análisis, Scopus, productividad científica Página 318 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 ABSTRACT. Digital competence is one of the seven key skills that any citizen must develop by the end of basic education. For their part, future teachers are the essential agents who will be responsible for developing that competence in future generations, so have a high level of digital competence has become a necessary aspect in the 21st society. In this line, the present research aims to analyze the scientific production with the greatest impact on the digital competence of the future teacher in the Scopus database. For this purpose, ten research variables have been considered: year of publication, source titles, authors, institutions, countries, document types, publication format, areas of knowledge and most cited articles. On the one hand, the results projected a research line that is booming. On the other hand, although the topic has been studied internationally, Spain is the country that has produced most research in this line, as well as its different institutions of Higher Education. KEY WORDS. Digital competence, teacher training, bibliometry, meta-analysis, Scopus, scientific production 1. Introduction. The study of the digital competence has become a focal point that has created a special interest in the scientific community. This assertion can be observed through the numerous publications that have risen up on that topic, both in the national outlook (Ágreda Montoro, Hinojo Lucena & Sola Reche, 2016; Gutiérrez Castillo, Cabero Almenara & Estrada Vidal, 2017; Hervás Gómez, Real Pleah, López Mata & Fernández Márquez, 2016; Saorín et al., 2017) and in the international one (Chan, Churchill & Chiu, 2017; Instefjord & Munthe, 2017; Roffeei, Kamarulzaman & Yusop, 2016; León-Urrutia, Cobos & Dickens, 2018; Ramírez Hernández & Maldonado Berea, 2015; Trejo-Quintana, 2017), especially after the proclamation of the digital competence as one of the basic skills to develop by every citizen once they have finished the basic levels according to the European Commission Recommendation 2006/926. The digital competence, therefore, has become a key aspect for the teacher training that is demanded in the 21st century society (Reche, Martín y Vilches, 2016; Rodríguez-García, Martinez Heredia & Raso Sánchez, 2017). In this way, the teachers are in charge of training the future generations, therefore, they have in their hands a big responsibility to promote a quality training referring to their students’ digital competence. We understand, then, that having a high teacher training in digital competence has to feed back into the projection of a training improvement and of an innovative character in the use, inclusion, management and critical use of the TIC (Pérez Escoda & Rodríguez Conde, 2016). For this essential reason, from several national and international organizations were concerned to find a valid answer towards the delimitation of the term “digital competence”, through the establishment of different indicators that intended to concrete each of the areas and dimensions it was composed of. With such purposes turned up a series of documents that have had an exponential relevance for the study of the digital competence and, more specifically of this topic applied to the future teachers. In this moment we are speaking about the TIC competence Standards for teachers proposed by UNESCO (2008), the DIGCOMP Página 319 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 project (Ferrari 2013), the Common European Framework of digital teaching competence from the National Institute of Teaching Technologies and Teachers’ Training (INTEF, 2017) or the Autodiagnosis of digital competences IKANOS from the Basque Institute of Qualifications and Professional Training (2014). All of them agreed with delimiting in detail each of the areas, dimensions, competences, skills, attitudes, abilities… that comprise the digital competence. Despite not having unanimity either in the naming or the existence of an only Reference Framework, from our point of view and following the instructions of INTEF (2017), as well as the DIGCOMP project (Ferrari 2013), the main areas that comprise the digital competence would be five: information and informational literacy; communication and collaboration; creation of digital content; safety and problems resolution. However, in that way searching to know more about the status of the issue, a curiosity came up that led us to wonder: What impact is the research about the digital competence of the future teacher having in the scientific world?, Who are the authors, institutions and countries studying this topic?, Is it a productive research line?, what language are the results published in?... To these and other questions we will give an answer in the next paragraphs. 2. Methodology. The research we are carrying out is aimed to analyze the greatest impact of scientific production about the digital competence of the future teacher, following the action dynamics presented in other similar researches (LópezMeneses, Vázquez-Cano & Román, 2015; Mengual–Andrés, Vázquez–Cano & López–Meneses, 2017). For this purpose, an accurate study of meta-analysis has been followed (Hernández Sampieri, Fernández Collado & Baptista Lucio, 2016) due to its suitability to give an answer to this kind of researches. At the same time, the quality indicators considered essential for the systematic reviews have been taken into account (Urrutia & Bonafill, 2010). For this task ten research variables have been selected. We’ll define them below:  Year of publication: the moment the work was published.  Periodic publications: we refer to the files origin (what books, what magazines, etc.).  Authors: mentioning those authors who have a widest scientific production about the digital competence of the future teacher.  Institution: finding out about the organizations that have a widest scientific production in the topic.  Country: answering the question about the countries that have focused on this research.  Document type: if we are referring to articles, book chapters, books, newspaper articles, etc.  Publication format: if it is a research published in a book, magazine, etc.  Publication area: Social Science, Computer Science, Engineering, Psychology, Arts and Humanities, etc.  Publication language: referring to the language researches are written in.  Most cited articles: mentioning the articles that have had a greatest impact in the scientific community. Página 320 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 For this aim, the indexed publications in the Scopus database with acknowledged international prestige have been taken as a reference. Later, the most suitable key words were selected to respond to our research aim through ERIC Thesaurus. These were: “digital competence”; “digital skills”; “digital literacy” and “digital training (to refer to the training teachers). The searching date started in September 2017 and finished in October 2017, moment in which a second search was made to guarantee the inclusion of those results that, because of any casuistry, hadn’t been present in the initial research. Three different searches were made joint together with the connector “and”: “digital competence” and “teacher training”; “digital skills and “teacher training” and “digital literacy” and “teacher training”, opening the research field to the turning up of such concepts in the title, abstract or key words, and establishing a period of research from the creation of the database until now. Finally, to make those more relevant results that contribute to a greatest impact about the scientific production in digital competence of the future teacher public, the following inclusion criteria were established (Table 2). Table 1: Inclusion criteria. Variable Criterion Year of publication All the research works were considered Periodic publications They must have at least two references on the subject Authors They must have at least two references on the subject Institution They must have at least two references on the subject Country They must have at least two references on the subject Document type All the research works were considered Publication format All the research works were considered Publication area All the research works were considered Publication language All the research works were considered Most cited articles They must have at least two or more references 3. Results. The sum coming from the results extracted through the three combined searches (Table 1) has given as a result a total of 76 documents (books, books chapters, articles, review articles, communications, lectures, etc.) indexed in the Scopus database. As can be seen in the table below, the biggest quantity of extracted references comes from the two first combinations: ”Digital literacy” and “Teacher training”, from now on DLTT, with a total of 31; and “Digital competence” and “Teacher training” ( DCTT). Investigators have used the term “digital skills” to refer to the Education competences of the future teacher (13 out of 76) to a less extent. Página 321 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 Table 2: Obtained results. Combination References found ”Digital literacy” and “Teacher training” (DLTT) 31 “Digital competence” and “Teacher training” ( DCTT) 32 “Digital skills” and “teacher training” (DSTT) 13 Total 76 In the next figure we can see the percentage of each of the combined searches regarding to the analyzed references. Figure 1: Percentage of the references belonging to each combination. In Table 3 the obtained data according to the variable year of publication are presented for each of the combined searches, as well as the total for every year and percentage according to the total found references. We can see in it that the greatest scientific production is placed in 2016 and that the greatest concentration of publications appears in 2015–2017. [VALOR]% 42,11% [VALOR]% DLTT DCTT DSTT Página 322 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 Table 3: Year of publication. Year Combination Total % of 76 DLTT DCTT DSTT 2003 1 - - 1 1,31% 2004 - - - - 2005 - 1 - 1 1,31% 2006 1 - - 1 1,31% 2007 2 1 - 3 3,95% 2008 2 - - 2 2,63% 2009 - - - - - 2010 6 1 - 7 9,21% 2011 1 3 - 4 5,26% 2012 3 2 - 5 6,57% 2013 1 2 1 4 5,26% 2014 2 1 1 4 5,26% 2015 3 5 1 9 11,84% 2016 3 10 8 21 27,63% 2017 6 6 2 14 18,42% In a visual way, in the following figure we collect the evolution that the study about the study of the digital competence in the future teachers has had from its beginning up to now. Figure 2: Evolution of the research on the digital competence of the future teacher. 0 2 4 6 8 10 12 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 DLTT DCTT DSTT Página 323 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 Regarding the variable which the periodic publications refer to, in the table above each of the titles corresponding to the references where the selected works in this research are, are presented. We can observe in it that The Nordic Journal of Digital Literacy is the one with more publications about the topic. Table 4: Periodic publications. Periodic publications Combination Total % of 76 DLTT DCTT DSTT Ceur Workshop Proceedings 3 - 3 3,95% Communications in Computer and Information Science 2 - 2 2,63% Nordic Journal of Digital Literacy 2 2 4 5,26% Revista de Educación 2 - 2 2,63% Profesorado - 3 3 3,95% IFIP. Advances in Information and Communication Technology - 2 2 2,63% Ocnos - 2 2 2,63% RUSC. Universities and Knowledge - 2 2 2,63% Regarding to the variable Authors in Table 5 we can observe those who have a higher number of references about digital competence in the future teachers, classifying the results according to the combined research. Table 5: Author Author Combination Total % of 76 DLTT DCTT DSTT Torrego Egido, L. 2 - 2 2,63% Gutiérrez Martín, A. 2 - 2 2,63% Palacios Picos, A. 2 - 2 2,63% Tømte, C. K. - 3 3 3,95% Hardesen, B. - 2 2 2,63% Villalustre, L. - 2 2 2,63% Cabero Almenara - 2 2 2,63% In table 6 the results of the variable Institution are presented. In spite of observing a big variability in the organizations that study the digital competence in the future, we can easily work out that The University of Salamanca on the first place, the University of Granada on the second place and the Universities of Sevilla and Valladolid on the third place are the institutions that concentrate a higher scientific production about the topic in the Scopus database. Página 324 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 Table 6: Institution. Institution Combination Total % of 76 DLTT DCTT DSTT University of Valladolid 3 - - 3 3,95% University of Granada 3 2 - 5 6,57% Hannam University 2 - - 2 2,63% University of Salamanca - 4 2 6 7,89% University of Sevilla - 3 - 3 3,95% The Norwegian Centre for ICT in Education - 2 - 2 2,63% University of Oviedo - 2 - 2 2,63% University Rovira I Virgili - 2 - 2 2,63% Regarding to the variable that deals with the Country of research, in Table 7 we can observe four main countries that are investigating about this topic in our national outlook. We also present a figure corresponding to the percentage of each country regarding the total analyzed references. Table 7: Country. Country Combination Total % of 76 DLTT DCTT DSTT Spain 9 20 8 37 48,68% Hungary 2 - - 2 2,63% South Korea 2 - - 2 2,63% Norway 2 7 - 9 11,84% Sweden - 2 - 2 2,63% Figure 3: Country of publication. Página 325 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303 On the other hand, referring to the Document type, in the table above they are presented classified according to the function in the combination used and the type of document analyzed: article, conference paper, conference review, review article, newspaper article and book chapter. Table 8: Document type. As we can see in the following figure, the biggest part of the analyzed documents corresponds to articles. On the second place the conference papers stand out, and on the third place the conference reviews do. Figure 4: Publication type. 58% 22% 8% 6% 3% 3% Paper Conference Paper Conference Review Review Newspaper article Book chapter Document type Combination Total % out of 76 DLTT DCTT DSTT Paper 16 22 6 44 57,89% Conference Paper 7 5 5 17 22,37% Conference Review 3 2 1 6 7,89% Review 3 2 - 5 6,57% Newspaper article 1 - 1 2 2,63% Book chapter 1 1 - 2 2,63% Página 332 Antonio-Manuel Rodríguez, María del Pilar Cáceres Santiago Alonso. La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus Fecha de recepción: 02-02-2018 Fecha de aceptación: 04-06-2018 Rodríguez-García, A. M., Cáceres-Reche, Mª. P y Alonso-García, S. (2018). La competencia digital del futuro docente: análisis bibliométrico de la productividad científica indexada en Scopus International Journal of Educational Research and Innovation (IJERI), 10, 317-333 ISSN: 2386-4303  Instefjord, E. J. & Munthe, E. (2017). 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