eTwinning and the development of language teachers’ digital literacy: a comparative study between two European universities eTwinning y el desarrollo del lenguaje para la alfabetización digital docente: un estudio comparativo entre dos universidades europeas
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Resumen
Collaborative online international learning (COIL) has grown as an innovative technology-enhanced education approach with great potential for language education. Among the different COIL initiatives, eTwinning offers opportunities for language teachers and learners. Considering the limited research about pre-service language teachers’ digital literacy who have participated in the eTwinning for future teachers initiative, this paper’s objective is to explore how eTwinning can enhance teachers’ digital skills involving pre-service language teachers (N=76) from two European universities, University of Cordoba, UCO (Spain) and University of Lower Silesia, ULS (Poland). The study follows a quantitative approach, using an exploratory cross-sectional method and an interpretative approach. The results show a general positive perception of participants from both contexts, while there are statistically significant differences regarding gender and university. Finally, the paper reflects on how to use eTwinning to improve teachers’ digital literacy.
Keywords: eTwinning; virtual mobility; telecollaboration; teacher training; teachers’ digital literacy; digital competence.
Resumen:
El aprendizaje internacional colaborativo en línea (COIL por sus siglas en inglés) se ha convertido en un enfoque educativo innovador con un gran potencial para la enseñanza de lenguas, siendo eTwinning una plataforma europea que ofrece numerosas oportunidades. Considerada la limitada investigación sobre competencia digital de futuros docentes de lenguas que han participado en la iniciativa eTwinning for future teachers, este trabajo explora cómo eTwinning puede mejorar la competencia digital docente, con la participación de futuros docentes de lenguas (N=76) de dos universidades europeas, Universidad de Córdoba, UCO (España) y Universidad de Baja Silesia, ULS (Polonia). Esta investigación cualitativa emplea un método transversal exploratorio y un enfoque interpretativo. Los resultados muestran una percepción general positiva de los participantes de ambos contextos, aunque existen diferencias estadísticamente significativas en cuanto al género y la universidad de procedencia. El artículo se cierra con una reflexión sobre cómo utilizar eTwinning para mejorar la competencia digital docente.
Palabras clave: eTwinning; movilidad virtual; telecolaboración; formación de profesorado; competencia digital docente; competencia digital.
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