scholarly journals La competencia digital en los docentes del siglo XXI: Hábitos de uso y autopercepción / Digital Competence in 21st Century Teachers: Usage Habits and Self-Perception

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam Jimenez Bernal ◽  
Marta Abanades
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Self ◽  
Self Perception ◽  
Digital Competence ◽  
Use Of Technology ◽  
Professional Profile ◽  
Information And Communication ◽  
Nativos Digitales ◽  
Competencia Digital

ABSTRACTDuring the last years, Information and Communication Technologies have been included in the educational field, not only as support tools for teachers, but also as an essential part of the training and of the very learning environment. For this reason, the digital competence is considered one of the main competences in the teachers’ professional profile. However, there is a digital divide between the new Pre-School and Primary students, digital natives, and their teachers. Our study aims at knowing the self-perception on the digital competence and the daily habits of use of technology either in professionals of several fields and in students of the Degrees in Pre-School and Primary Education, most of them with working experience, comparing both items with the observation of their performance in blended learning subjects, with a significant online workload for the students. The aim of this communication is to present the initial results of the survey and the comparative analysis, which shows a gap between the self-perception and the usage habits, in order to suggest measures to be implemented in Higher Education.RESUMENA lo largo de los últimos años, las Tecnologías de la Información y la Comunicación se han ido incorporando al ámbito educativo, no solo como herramientas de ayuda al profesorado, sino también como parte integrante de la formación y el propio entorno de aprendizaje. Por este motivo, la competencia digital es una de las principales competencias del perfil profesional de un docente. Sin embargo, existe una brecha digital entre los nuevos alumnos de Infantil y Primaria, nativos digitales, y sus profesores. Nuestro estudio pretende, a través de la realización de encuestas a profesionales de diversos ámbitos y a estudiantes de los Grados en Educación Infantil y Primaria, ya diplomados en Magisterio y con experiencia docente en muchos casos, conocer su autopercepción de la competencia digital y sus hábitos básicos de uso de la tecnología, comparando ambas cuestiones con el desempeño en asignaturas semipresenciales, con una importante carga de trabajo en línea para los estudiantes. El objetivo de esta comunicación es presentar los resultados iniciales de la encuesta y del análisis comparativo, que indica un desfase entre la autopercepción y los hábitos de uso, para proponer medidas que puedan tomarse desde las aulas universitarias. Contacto principal: [email protected]

Digital Competence, New Perspectives for Teaching in Contexts of Social Isolation [Competencia digital, nuevas perspectivas para la docencia en contextos de aislamiento social]

2020 ◽  
Vol 7 (2) ◽  
pp. 119-126
Author(s):  
María Amelia Cruz Cobeñas ◽  
Wilfredo Carcausto-Calla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Virtual Education ◽  
Digital Competence ◽  
Digital Communities ◽  
Information And Communication ◽  
Educación Virtual ◽  
Sustainable Health ◽  
Competencias Digitales ◽  
Competencia Digital

The article reviews the problem of digital competences from the digital constructivist learning approach for digital empowerment from formative education of the dimensions: (a) personal, (b) ethical, (c) professional, as opposed to the structuralist definition or functionalist of the connectivist approach, which prioritizes the professional and functional dimension of the competences in the use of information and communication technologies. Digital competences are established as the skills to achieve integration, accessibility, employability and equity of digital communities, valued in the context of the current pandemic and in virtual education, doors of a future of sustainable health and citizenship. [El artículo revisa la problemática de las competencias digitales desde el enfoque de aprendizaje constructivista digital para el empoderamiento digital desde la educación formativa de las dimensiones: (a) personal, (b) ética, (c) profesional, en contraposición a la definición estructuralista o funcionalista del enfoque conectivista, la cual prioriza la dimensión profesional y funcional de las competencias en el uso de las tecnologías de la información y la comunicación. Se establece a las competencias digitales como las destrezas para lograr la integración, accesibilidad, empleabilidad y equidad de las comunidades digitales, valorados en el contexto de la pandemia actual y en la educación virtual  puertas de un futuro de salud y ciudadanía sostenibles].

scholarly journals SPOC y formación del profesorado: aproximación bibliométrica y pedagógica en Scopus y Web of Science

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Ernesto Colomo Magaña ◽  
Enrique Sánchez Rivas ◽  
José María Fernández Lacorte ◽  
Juan Manuel Trujillo Torres
Keyword(s):  
Social Sciences ◽  
Information And Communication Technologies ◽  
Web Of Science ◽  
Online Courses ◽  
Communication Technologies ◽  
Scientific Production ◽  
Digital Competence ◽  
Information And Communication ◽  
E Learning ◽  
Competencia Digital

La enseñanza online, vinculada a la incorporación de las tecnologías de la información y la comunicación al ámbito educativo, han supuesto una revolución para los procesos formativos. En este sentido, los small private online courses (SPOC) se convierten en un recurso con el que poder diseñar acciones formativas para el profesorado. Este estudio, mediante un análisis pedagógico y bibliométrico, pretende conocer las características de los SPOC como recurso formativo y la evolución de su producción científica en las bases de datos Scopus y Web of Science. Los resultados reflejan un aumento significativo de la producción científica en los últimos años, destacando el interés creado en las instituciones universitarias y en las áreas de ciencias de la computación y ciencias sociales. Entre los motivos pedagógicos, encontramos la amplia oferta académica, la personalización del proceso formativo o la mejora de la competencia digital al formarse mediante SPOC. En definitiva, el crecimiento de los SPOC está relacionado con las ventajas que aportan sus características didácticas en un contexto educativo en el que las tecnologías juegan un papel clave, por lo que se convierte en un recurso de interés para la formación de los docentes. E-learning, linked to the incorporation of information and communication technologies in education, has been a revolution for training processes. In this sense, the small private online courses (SPOC) become a resource with which to design training actions for teachers. This study, through a pedagogical and bibliometric analysis, aims to know the characteristics of SPOCs as a training resource and the evolution of its scientific production in the Scopus and Web of Science databases. The results reflect a significant increase in scientific production in recent years, highlighting the interest created in university institutions and in the areas of computer science and social sciences. Among the pedagogical reasons, we find the wide academic offer, the personalization of the training process or the improvement of the digital competence when being formed through SPOC. In short, the growth of SPOCs is related to the advantages that their didactic characteristics bring in an educational context in which technologies play a key role, so it becomes a resource of interest for teacher training.

scholarly journals Models of educational integration of ICTs in the classroom

Comunicar ◽  
2016 ◽  
Vol 24 (47) ◽  
pp. 79-87 ◽  
Author(s):  
Manuel Area-Moreira ◽  
Víctor Hernández-Rivero ◽  
Juan-José Sosa-Alonso
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Interactive Whiteboards ◽  
Survey Study ◽  
Digital Competence ◽  
Daily Lives ◽  
Correlational Design ◽  
Educational Integration ◽  
Information And Communication ◽  
Competencia Digital

We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence. En este artículo se presentan los resultados de un estudio que analizó el grado y tipo de utilización que el profesorado hace de las TIC en aulas con abundante disponibilidad de tecnologías de la información y comunicación: un ordenador por alumno, Pizarra Digital Interactiva, proyectores multimedia y acceso a Internet. El objetivo del estudio fue detectar modelos o patrones de uso didáctico de las tecnologías y relacionarlo con algunas características personales y profesionales del profesorado, tales como el género, los años de experiencia, la etapa educativa, la competencia digital y el grado de uso de las TIC en su vida cotidiana. Se empleó un diseño de tipo descriptivo correlacional basado en un estudio de encuesta donde respondieron más de 3.160 profesores de toda España que participaban en el Programa Escuela 2.0. Los resultados obtenidos muestran que existen dos tipologías nítidas de modelos de uso de las TIC en función de la frecuencia y el tipo de tarea demandada al alumnado: un modelo de integración didáctica débil frente a un modelo de integración didáctica intensa de las TIC. Asimismo, se concluye que el perfil del profesorado que desarrolla un modelo de uso didáctico intensivo de las TIC es un docente con bastantes años de experiencia profesional, ciudadano usuario habitual de las TIC y que, además, se percibe suficientemente formado y con competencia digital.

scholarly journals Análisis de instrumentos para el diagnóstico de la competencia digital

2020 ◽  
pp. 1-12
Author(s):  
César González-Rodríguez ◽  
Santos Urbina-Ramírez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Digital Competence ◽  
Digital Skills ◽  
Information And Communication ◽  
Definition Of ◽  
Methodological Aspects ◽  
The Impact ◽  
Educational Field ◽  
Competencia Digital

La importancia que han cobrado las Tecnologías de la Información y Comunicación en la sociedad durante los últimos años ha provocado que la competencia digital sea considerada como clave en el diseño de las políticas educativas y, en consecuencia, que desde diversos ámbitos se hayan desarrollado múltiples instrumentos destinados a la evaluación de las habilidades y destrezas digitales de docentes, discentes y población en general. Es por ello que se ha considerado pertinente analizar diversos tipos de herramientas usadas en la última década en España para el diagnóstico de la competencia digital del alumnado de distintas etapas educativas prestando atención, entre otros aspectos, a los ítems utilizados, la estructura de las herramientas o la metodología empleada. Este trabajo profundiza en el análisis de una serie de investigaciones que, pese a compartir, en muchos casos, aspectos metodológicos, difieren en su visión y concepción de la competencia digital, algo que dificulta el establecimiento de pautas comunes de evaluación, ya que resulta complicado acordar cómo medir una variable cuando la definición de la misma se presta a múltiples interpretaciones. Precisamente la definición de un marco común de referencia en el ámbito educativo que sirva para abordar la evaluación de las habilidades digitales es uno de los retos de investigadores e instituciones, si bien no se trata de una tarea sencilla cuando las tecnologías digitales se caracterizan por los continuos y vertiginosos cambios The impact of Information and Communication Technologies on society in recent years has caused digital competence to be considered the key to designing educational policies and, consequently, the development of numerous instruments for the evaluation of the digital skills and abilities of teachers, students and the population, in general, in several fields. Therefore, it has been considered relevant to analyze various types of tools used in the past decade in Spain for the diagnosis of the digital competence of students from different educational stages, paying attention, among others, to the items used, the structure of the tools or the methodology. This work goes in depth in the analysis of a series investigations that, despite sharing some methodological aspects in many ways, differ in their vision and conception of the digital competence. This makes the establishment of some common evaluation guidelines more difficult, since it is complicated to agree on how to measure a variable when its own definition could be interpreted in several ways. The definition of a common frame of reference in the educational field that serves to address the evaluation of digital skills is precisely one of the challenges of researchers and institutions. However, it is not an easy task when digital technologies are characterized by continuous and vertiginous changes.

scholarly journals Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Francisco Javier Hinojo-Lucena
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Correlational Design ◽  
Educational Professionals ◽  
Information And Communication ◽  
Competencia Digital

Las tecnologías de la información y comunicación (TIC) son usadas cada vez más para el desarrollo de prácticas educativas innovadoras en las distintas etapas educativas. El objetivo de la presente investigación es conocer si el profesorado tiene adquiridas las competencias digitales necesarias para desarrollar acciones pedagógicas mediante el enfoque de enseñanza flipped learning. El método de investigación se ha efectuado mediante un diseño no experimental de corte descriptivo y correlacional, fundamentado en una metodología cuantitativa. El instrumento utilizado es un cuestionario ad hoc. La muestra está conformada por 627 docentes. Los resultados muestran que el profesorado no utiliza habitualmente el flipped learning en los procesos formativos, principalmente por la falta de confianza hacia dicha metodología y por presentar un bajo nivel competencial en destrezas tecnopedagógicas digitales. Se concluye que los profesionales de la educación analizados no presentan una adecuada competencia digital para poder aplicar flipped learning debido al deficiente nivel de competencia digital revelado, hecho que conlleva una escasa utilización de dicho método. Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.

scholarly journals The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)

2021 ◽  
Vol 18 (5) ◽  
pp. 2552 ◽  
Author(s):  
Julio Cabero-Almenara ◽  
Julio Barroso-Osuna ◽  
Juan-Jesús Gutiérrez-Castillo ◽  
Antonio Palacios-Rodríguez
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Health Sciences ◽  
Teaching Skills ◽  
Digital Competence ◽  
Digital Resources ◽  
Teaching Competence ◽  
Information And Communication ◽  
The Impact ◽  
Educational Field

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Rethinking Religious Practice and Activities through the lenses of Information and Communication Technologies in the era of the COVID-19 Pandemic

2021 ◽  
Author(s):  
M.Z Ramorola
Keyword(s):  
South Africa ◽  
Information And Communication Technologies ◽  
Technology Use ◽  
Communication Technologies ◽  
Religious Practice ◽  
Social Needs ◽  
Religious Organizations ◽  
Religious Activities ◽  
Use Of Technology ◽  
Information And Communication

There has been a steady rise in the practice and performance of religious activities within the cyberspace since the 1980s. Many pastors have embraced the use of technology in their religious and ministerial practices. However, what would be more critical is to understand how technology, once adopted and operational would assume the function of support and fulfil religious members’ spiritual, emotional and social needs. This paper discusses technology use in religious organizations, particularly during the lockdown period of Covid-19 between March 2020 to the July 2021. The article uses South Africa as a research context to explore technology use and its role to address the challenges of support, space and practice. The paper employed a qualitative interpretive paradigm to source data from six members from different religious organizations in South Africa. Three themes arose from the data: information and communication technologies provide space for religious member to network; information and communication media facilitate religious practice and activities; and information and communication technologies enhance management of resources.

Problems of development of a cloud-oriented educational environment of the university

2020 ◽  
Vol 42 (1) ◽  
pp. 50-56
Author(s):  
Bakhytzhan Akhmetov ◽  
◽  
Valery Lakhno ◽  
Asselkhan Adranova ◽  
Baurzhan Kassymbergebayev ◽  
...  
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Teaching Staff ◽  
Digital Competence ◽  
Comprehensive Development ◽  
Information And Communication ◽  
The University ◽  
Cloud Technologies

This article discusses the problems of ever-increasing demands on the organization and quality of the educational process on the part of society. Today there are new opportunities for the comprehensive development of students of the XXI century, new, more effective information and communication technologies (ICT), in particular cloud- oriented learning environments (COLE), are developing rapidly. The problems of the development of theoretical and methodological foundations for designing a cloud-oriented educational environment of the university and the justification of the structural scheme of its interaction with the methodological center of the ministry based on the use of cloud technologies are analyzed. It is necessary to introduce such models of the learning environment, which will allow to fully satisfy the demands of teaching staff on the organization and conduct of classes of a new type, the activation of educational activities of students, the formation of digital competence and the comprehensive development of personality. Such opportunities are provided by the use of a cloud-based educational environment of the university.

scholarly journals La colaboración mediada por tecnología como estrategia para potenciar visitas guiadas

2020 ◽  
Author(s):  
◽  
Analía Roxana Dávila
Keyword(s):  
Information And Communication Technologies ◽  
Formal Education ◽  
Science And Technology ◽  
Communication Technologies ◽  
Open Science ◽  
Face To Face ◽  
Technology Centers ◽  
Use Of Technology ◽  
National University ◽  
Information And Communication

It is proposed to analyze the scope and limitations that Information and Communication Technologies (ICTs) offer as collaboration mediators; and enhancers of innovative experiences in non-formal education spaces. To this end, it is proposed to implement a methodology mediated by ICTs to promote and achieve greater use of the guided visits to the interactive science and technology centers. The work contemplates, firstly, carrying out a bibliographic inquiry and background review of interactive science and technology centers in different Ibero-American countries and secondly, it is proposed to design a methodology to enhance collaboration mediated by technologies in the framework of visits to centers interactives and then apply this methodology to a particular case study to measure its impact. The experience will take place at the Open Science and Technology Interactive Center (CICyT) of the National University of Lanús and proposes, through a specific intervention, comparatively analyzing 3 types of guided visits: a) traditional in-person visit format, b) visit face-to-face with instance of collaboration activities without the use of technology, c) interaction mediated by ICTs prior to the visit, face-to-face visit with use of ICTs, and instance of interaction mediated by ICTs after the visit, which will then be contrasted with the antecedents and theoretical studies found in the bibliography.

scholarly journals THE IMPORTANCE OF EDUCATIONAL TECHNOLOGY IN TEACHING

2015 ◽  
Vol 3 (1) ◽  
pp. 111-114
Author(s):  
Lazar Stošić
Keyword(s):  
Educational Technology ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Information And Communication

Today, more than ever, the role of educational technology in teaching is of great importance because of the use of information and communication technologies. With the help of various applications for distance education, the Internet, teachers, and students themselves, they see the advantage of educational technology. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? In this paper, we try to give an overview of the importance and use of educational technology in the classroom.

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