Writing group 1

Member:
1. Dita Pramudia (19202244049)
2. Fatimah Azzahra (20202244001)
3. Audy Cahya Anggesti (22202241114)
4. Lenka Alfa Ibran (22202241126)
5. Miftahul Hidayati (22202241128)

Identify the structure of the the article:

“Digital competences for teacher professional
development. Systematic review”

Abstract
This section contains several points from a systematic review of literature conducted between 2008
and 2018 on the topic of digital competences and teacher professional development, these are:
● Role of ICT in improving quality of life
● Development of ICT in education
● Objective of the study
● Methodology
● Sample size
● Methodology of selected studies
● Conclusion

Introduction
This section delves into the evolution of Information and Communication Technologies (ICTs) and
their impact on education, particularly in the European context. Here are the several points in this
section:
● Historical overview of ICT in society
● European Union’s emphasis on education and ICT
● Europe 2020 strategy
● Continued emphasis on teacher training
● UNESCO’s ICT competency framework for teachers
● Challenges in ICT teacher training
● ICT and digital teacher teacher competences
● Global efforts in ICT training
● Digital Literacy vs Digital Competence
● Research Questions for further exploration
Overall, the passage provides a comprehensive overview of the evolution, challenges, and
initiatives related to ICT in education, with a focus on teacher training and competence.

METHOD
In this section, the researchers divide into several parts, which are:
• Procedure for searching, identifying, and selecting articles
This section contains organized instructions for selecting databases to provide an
appropriate and comprehensive overview of research. The two important databases are
used: Web of Science (WoS) and Scopus. These are the three main reasons of choosing
databases in this article:
1. The prestige and international reputation of those instruments
2. The representativeness of the samples is guaranteed by that international prestige and
requirements in the indexing protocols.
3. The possibility of being complementary.
In addition, to extract the most current research in this field with several keywords were
extracted from ERIC.
• Criteria for inclusion
This section determines which target sample criteria that can or cannot participate in this
research. For the selection of inclusion criteria were:
1. Published from January 2008 to December 2008
2. Published in academic journals or peer-reviewed journals
3. Specified search descriptors in title, keywords and/or abstract
4. English or Spanish language
5. Related to the field of education and social sciences
6. Addressed digital competence in professional development at any stage of the
education system, either in title, abstract, or keywords.
• Selection procedure
This section contains procedure use in selection studies deeper to ensure the reliability of
the application of the inclusion and exclusion criteria established and to analyse the
methodology used in the studies.
• Study selection and data extraction
Contains documents results that meet the required criteria test.
 • Data analysis procedure
This shows an illustrative method to make sense of the raw data by applying appropriate
statistical or logical techniques.

RESULT
The study presents its findings in two main phases, which aim to address the research objectives
by analyzing quantitative data and keywords from selected databases. This approach provides
insights into the research trends and orientations regarding digital competences in professional
development over the past decade.
• Quantitative Data Analysis:
The analysis begins with a detailed examination of 21 selected studies, showcasing the
methodological preferences in research on the development of digital competences in
teachers. The findings reveal a dominant preference for qualitative methodologies (38%),
followed by mixed methodologies (33.3%), and quantitative methodologies (28.5%). This
distribution highlights a varied approach to exploring digital competences among teachers,
emphasizing the complexity of the field and the need for diverse research methods.
• Keyword Analysis:

The keyword analysis aimed to identify research trends by creating bibliometric maps based
on keywords extracted from the documents. A total of 36 KW+ (Key-Words Plus) with a
frequency of ≥3 were identified, which led to the establishment of three thematic clusters:
- Cluster 1 (Red): Focuses on teacher's professional development, emphasizing the
importance of teacher training and skills for student training.
 - Cluster 2 (Green): Pertains to Information and Communication Technologies (ICT) and
e-competences in teaching, highlighting the necessity for teacher training in these areas.
- Cluster 3 (Blue): Centers on the student, pointing to innovative practices using ICT or
digital courses to enhance the learning-teaching process.
The clusters' configurations suggest a well-defined focus on professional development, the
integration of ICT in education, and the impact of innovative educational practices on students.
 • Bibliometric Density Map:
- The central zone (yellow), highlighting the most important and frequently occurring
keywords, such as professional development, teacher, communication, and teacher
training.
- The peripheral zone (green-tinged), indicating keywords with less frequency in the
studies, like ICT, experience and technology.

DISCUSSION
In this section, there are consist of several parts, which are:

• Findings

This section contains the results of the research or data analysis that the author has
conducted in accordance with the research method that the author applied. The findings in
the discussion part highlight the significance of digital competence as a challenge facing
teachers today and emphasize the need for ongoing teacher training to integrate ICT into
teaching practices.

• Comparison with previous research results

In this section, the author compares his research with previous research. In the article, the
author compares several previous studies and discusses them by giving the author's
perspective on previous research.

• Interpretation and implication of the findings

In this section, the findings of this study provide insight into the methodologies commonly
used in research on the impact of ICT training on teacher professional development and
digital competencies. The analysis shows the predominance of qualitative methodologies
in the selected articles, followed by mixed and quantitative approaches.
CONCLUSIONS

This section discusses how teachers' capability to use technology in a digital era to develop their
students.

There are two research questions:

1. What is the impact of ICT training on teacher professional development and learning
processes?

1. What methodologies are commonly used in research about the analysis of teacher
professional development and digital competence?

Strengths and limitations of this systematic review

This research identified the most relevant factors in the relationship between teacher professional
development and the effective use of ICTs. The limitations of this study in the data. This study
used 21 papers published in the last 10 years using a specific set of keywords to collect the data.
The method may not provide enough data on all factors.

Recommendations for further research

In this section, it is mentioned that an initial and continuous training program is needed for future
teachers to understand the incorporation of technology. This training is considered good and has a
useful effect. This training program can also be incorporated into the curriculum so that teachers
will have technological skills for the development of student competencies.

Disclosure statement
No potential conflict of interest was reported by the authors.

Funding

The researcher mentioned that “This work was supported by the Spanish Ministry of Economy
and Competitiveness within the State Plan for the Promotion of Scientific and Technical
Excellence Research 2013-2016 under Grant [DIFOTICYD EDU2016 75232-P]”.

Notes on Contributors
This section contains a of list some notes from the contributors.
There are four contributors:
1. José María Fernández-Batanero
2. Marta Montenegro-Rueda
3. José Fernández-Cerero
4. José Fernández-Cerero

ORCID
Contains the identity of the contributors.

References
Reference is a list containing information about book titles, author names, publishers, and so on.