Towards a Quality Standardized Technological Education in Spain: A Case Study With EFL Preservice Teachers

Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655-673. https://doi.org/10.1007/s10639-015-9401-9 

Blanco González, N., & Mañoso-Pacheco, L. (2021). Spanish EFL teachers and ICT tools. A survey-based analysis. Revista Inclusiones, 8(1), 174-186.

Chaaban, Y., & Ellili-Cherif, M. (2017). Technology integration in EFL classrooms: A study of Qatari independent schools. Education and Information Technologies, 22, 2433-2454. https://doi.org/10.1007/s10639-016-9552-3

Chuang, H. H. Weng, C.Y., & Huang, F.C. (2015). A structure equation model among factors of teachers’ technology integration practice and their TPCK. Computers & Education, 86, 182-191. https://doi.org/10.1016/j.compedu.2015.03.016

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge.

DelliCarpini, M. (2012). Building computer skills in TESOL teacher education. Language Learning & Technology, 16(2), 14-23.

De Vellis, R. (2003). Scale development: Theory and applications. Thousand Okas, CA: SAGE.

Ekmekçi, E. (2023) Pursuing a standardized content of a CALL course for preservice EFL teachers: The procedure, impacts, and reflections. Computer Assisted Language Learning, 36(5-6), 1005-1039. https://doi.org/10.1080/09588221.2021.1968913

Espejo Villar, L. B., Lázaro Herrero, L., & Álvarez López, G. (2022). UNESCO strategy and digital policies for teacher training: The deconstruction of innovation in Spain. Journal of New Approaches in Educational Research, 11(1), 15-30. http://dx.doi.org/10.7821/naer.2022.1.812

Esteve-Mon, F. M., Llopis Nebot, M.A., Viñoles Consentino, V., & Adell-Segura, J. (2020). El profesorado universitario en la sociedad digital. Diseño de una plataforma de autoevaluación diagnóstica de su competencia digital docente. En Colomo Magaña, E., Ruiz Palmero, J., Sánchez Rodriguez, J., (Eds.), La tecnología como eje del cambio metodológico (pp. 1359-1363). UMA Editorial.

European Commission (2017). European framework for the digital competence of educators:  DigCompEdu. Luxemburg: Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC107466

European Commission (2020). Digital education action plan 2021-2027: Resetting education and training for the digital age. https://bit.ly/2QHd4yz

European Parliament (2018). Education in the digital era: Challenges, opportunities, and lessons for EU policy design (2018/2090(INI)). https://n9.cl/yhsf7

Fernández-Márquez, E., Vázquez-Cano, E., López-Meneses, E., & Sirignano, F. M. (2020). La competencia digital del alumnado universitario de diferentes universidades europeas. Revista Espacios, 41(13), 1-15.

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Joint Research Center of the European Commission. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC83167/lb-na-26035-enn.pdf

Francom, G. (2019). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16. https://doi.org/10.1080/15391523.2019.1679055

Gómez-Trigueros, I. M., Ruiz-Bañuls, M., & Ortega-Sánchez, D. (2019). Digital literacy of teachers in training: Moving from ICTs (information and communication technologies) to LKTs (learning and knowledge technologies). Education Sciences, 9, 274-295. https://doi.org/10.3390/educsci9040274 

Gómez-Trigueros, I. M., & Yáñez de Aldecoa, C. (2021). The digital gender gap in teacher education: The TPACK framework for the 21^st century. European Journal of Investigation in Health, Psychology, and Education, 11, 1333-1349. https://doi.org/10.3390/ejihpe11040097

Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085.

Gurfidan, H., & Koc, M. (2016). The impact of school culture, technology leadership, and support services on teachers’ technology integration: A structural equation modeling. Education and Science, 41(188), 99-116. https://doi.org/10.15390/eb.2016.6722 

Howard, S., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149.

Hsu, P. S. (2016). Examining current beliefs, practices, and barriers about technology integration: A case study. TechTrends: Linking Research and Practice to Improve Learning, 60(1), 30-40. https://doi.org/10.1007/s11528-015-0014-3 

INTEF (2017). Marco común de competencia digital docente. Madrid: Ministerio de Educación, Cienciay Deportes.

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1, 112-133. https://doi.org/10.1177/1558689806298224

Kang, T. (2019). The effectiveness of multiple media tools in L2 listening: A meta-analysis. In Information Resources Management Association (Ed.), Computer-assisted language learning: Concepts, methodologies, tools, and applications (pp. 5850616). IGI Global.

Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121.  https://doi.org/10.1016/j.compedu.2012.05.014 

Martín, A. G., & González, A.T. (2018). Educación mediática y su didáctica. Una propuesta para la formación del profesorado en TIC y medios. Revista Universitaria del Formación del Profesorado, 91, 15-27.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1177/016146810610800610 

Monteiro, A. R., & Leite, C. (2021). Digital literacies in higher education: Skills, uses, opportunities, and obstacles to digital transformation. Revista Educación a Distancia, 21(65), 1-20. https://doi.org/10.6018/red.438721

Morris, T. H., & Rohs, M. (2023). The potential for digital technology to support self-directed learning in formal education of children: A scoping review. Interactive Learning Environments, 31(4), 1974-1987. https://doi.org/10.1080/10494820.2020.1870501.

UNESCO. (2017). Comunicado de Qingdao. educación 2030. Qingdao, China: UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000253061

OECD. (2018). OECD science, technology, and innovation outlook 2018: Adapting to technological and societal disruption. Paris: OECD Publishing. https://doi.org/10.1787/sti_in_outlook-2018-en

Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2021). Effects of hybrid education in preservice EFL and bilingual primary teachers’ digital literacy. First Conference on Online Teaching for Mobile Education (OT4ME) (pp. 73-77). IEEE. https://doi.org/10.1109/OT4ME53559.2021.9638950

Palacios-Hidalgo, F. J., Huertas-Abril, C. A., & Gómez-Parra, M. E. (2022). Competencia digital docente percibida del profesorado bilingüe en formación: Estudio comparativo entre enseñanza presencial y enseñanza a distancia de emergencia. Revista de Educación a Distancia, 22(69), 1-17. https://doi.org/10.6018/red.466771

Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference? Journal of New Approaches in Educational Research, 10(1), 15-27. https://doi.org/10.7821/naer.2021.1.616

Pozo-Sánchez, S., López-Belmonte, J., Rodríguez-Garcia, A. M., & López-Núñez, J. A. (2020). Teachers’ digital competence in using and analytically managing information in flipped learning. Culture and Education, 32(2), 213-241. https://doi.org/10.1080/11356405.2020.1741876

Redecker, C., & Punie, Y. (2017). European Framework for the digital competence of educators: DigCompEdu. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/178382

Rivera-Vargas, P., Alonso-Cano, C., & Sancho-Gil, J. (2017). Desde la educación a distancia al e-learning: emergencia, evolucióny consolidación.  Revista Educacióny Tecnología, 10(1), 1-13.

Rodríguez, V., Martínez, J., Guevara, I., & López-Olivera, R. (2017). The use of smartphones to enhance language learning. ECORFAN, 4(5), 43-51.

Rodríguez-Moreno, J., Ortiz-Colón, A.M., Cordón-Pozo, E., & Agreda-Montoro, M. (2021). The influence of digital tools and social networks on the digital competence of university students during COVID-19 pandemic. International Journal of Environmental Research and Public Health, 18, 2835. https://doi.org/10.3390/ijerph18062835

Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK). Journal of Research on Technology in Education, 42(2), 123-149. https://doi.org/10.1080/15391523.2009.10782544

SPSS. (2017). Statistical packages for the social sciences 25.0 for Macintosh. IBM Corp.

Stansbury, M. (2008). Schools need help with tech support. Eschool News. https://www.eschoolnews.com/2008/01/09/schools-need-help-with-tech-support/

Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.

Sun, Y., Strobel, J., & Newby, T.J. (2017). The impact of student teaching experience on preservice teachers’ readiness for technology integration: A mixed methods study with growth curve modeling. Educational Technology Research and Development, 65, 597-629. https://doi.org/10.1007/s11423-016-9486-x

Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2 

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. T. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59(2), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009 

Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens - with new examples of knowledge, skills, and attitudes. Publications Office of the European Union. https://doi.org/10.2760/490274, JRC128415