Intro
Contents
1 Introduction-On the Need for Research on the Digital Literacy of Current and Future Teachers
References
2 Lessons Learned from COVID-19 Emergency Remote Education. Adaptation to Crisis Distance Education of Teachers by Developing New or Modified Digital Competences
2.1 Introduction
2.2 Digital Competency Frameworks
2.3 Professional Environment
2.4 Digital Resources
2.5 Assessment
2.6 Teaching and Learning
2.7 Empowering Learners
2.8 Facilitating Learners' Digital Competence
2.9 Conclusions
References

3 Digital Competencies of Pre-service Teacher Students: Albanian Context
3.1 Introduction
3.1.1 Rationale
3.1.2 Albanian Education System
3.2 Theoretical Framework and Literature Review
3.2.1 Demand for Quality Teachers
3.2.2 ICT Use and e-Learning
3.2.3 Digital Skills in Albania
3.2.4 Digital Skills During Covid-19 Pandemic
3.2.5 Literature Review
3.3 Methodology
3.3.1 Defining Digital Competence
3.3.2 Method and Design
3.3.3 Sample and Data Collection
3.3.4 Hypothesis
3.3.5 Analysis
3.4 Results
3.4.1 Descriptive Results

3.4.2 Inferential Analyses
3.5 Discussion
References
4 Critical Considerations on the Digital Potentialities, Vocations, and Needs of Teachers in Training in Bolivia
4.1 Introduction
4.2 Theoretical Framework
4.2.1 Competence in Education
4.2.2 Digital Competence
4.2.3 Education in Bolivia
4.2.4 Technology Approach in Education in Bolivia
4.3 Methodology
4.3.1 Objective
4.3.2 Method
4.4 Results
4.5 Discussion
4.6 Conclusion
References

5 Digital Literacy of Students of Teacher Training Colleges in Bosnia and Herzegowina-Literature Review and Analysis
5.1 Introduction
5.2 Theoretical Framework
5.3 Research Methodology
5.3.1 Research Procedure and Technique
5.4 Results
5.5 Discussion
5.6 Conclusion
References
6 Digital Competencies Among Brazilian Pre-service Teachers: An Overview
6.1 Introduction
6.2 Theoretical Framework of Digital Competencies in Brazil
6.3 Research Methodology
6.3.1 Objective and Subject Matter
6.3.2 Test Procedure
6.3.3 Research Technique

6.3.4 Research Limitations
6.4 Results
6.5 Discussion
6.6 Conclusion
References
7 Dynamics in the Development of Digital Competence of Bulgarian Teachers
7.1 Introduction
7.2 Theoretical Framework
7.3 Methodology
7.4 Research
7.4.1 Research on the Development of Teacher-Specific Digital Competence Before Entry to the Profession
7.4.2 Research on the Development of In-Service Teachers' Digital Competence in Bulgaria
7.4.3 Research on the Dynamic of In-Service Teachers' Digital Competence during COVID-19
7.5 Discussion and Conclusion
References