scholarly journals Análisis Univariante de la Competencia Digital en Educación Física: un estudio empírico (Univariate Analysis of Digital Competence in Physical Education: an empirical study)

Retos ◽  
2019 ◽  
pp. 326-332 ◽  
Author(s):  
Francisco David Guillén Gámez ◽  
Maria Perrino Peña
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Univariate Analysis ◽  
Technological Knowledge ◽  
University Education ◽  
General Level ◽  
Digital Competence ◽  
Nuevas Tecnologías ◽  
Competencia Digital

La integración de las nuevas tecnologías de la información y la comunicación (TIC) en la comunidad educativa universitaria ha cambiado la manera de enseñar y comunicarse con el alumnado, propiciando la adquisición de competencias digitales. Uno de los factores clave en la integración de las TIC en contextos educativos es la formación en competencia digital del profesorado y alumnado (Castañeda, Esteve & Adell, 2018). Sin embargo, la integración didáctica (actitud, conocimiento tecnológico y uso didáctico) de estos recursos en el proceso de enseñanza y aprendizaje en contextos universitarios no se lleva a cabo de la misma forma en todos los grados educativos ya que, en parte, depende de las especificaciones legislativas en cuanto a la utilización de las TIC en la enseñanza universitaria, especialmente en el grado en Ciencias de la Actividad Física y del Deporte (CAFYD). Por ello, los objetivos de esta investigación son: (1) conocer descriptivamente el nivel de competencia digital del alumnado universitario que estudia el grado en CAFYD; (2) conocer si existen diferencias significativas entre el conocimiento adquirido en el alumnado sobre herramientas y recursos TIC en comparación con el uso didáctico que hacen de las mismas en su enseñanza universitaria; (3) conocer si existen diferencias en el nivel de competencia digital en función del género y curso del grado educativo. Para tal fin, se ha utilizado un diseño cuantitativo no experimental por encuestas, con una muestra de 217 estudiantes del grado en CAFYD de la Universidad Pontificia de Salamanca (UPSA). Los resultados mostraron que el nivel general en competencia digital del alumnado es medio. Específicamente, las dimensiones conocimiento tecnológico y uso didáctico son percibidas con niveles medio-bajo, mientras que sus actitudes hacia las TIC sí son muy favorables. Respecto al género no fueron encontradas diferencias significativas en el nivel de competencia digital del alumnado en ninguno de los cursos del grado educativo. El nivel obtenido por los estudiantes del grado que forma a los futuros docentes de Educación Física en la etapa de enseñanza secundaria, pone entre interrogantes si estos niveles son suficientes para atender las demandas curriculares que plantea el actual sistema educativo español respaldado por la LOMCE o si, por el contrario, son niveles similares a los que puede poseer la población en general, los cuales no han recibido una formación académica y digital específica.Abstract: The integration of the new information and communication technologies (ICT) in the university educational community has changed the way of teaching and communicating with students, promoting the acquisition of digital skills. One of the key factors in the integration of ICT in educational contexts is teachers’ and students’ training in digital competence (Castañeda, Esteve & Adell, 2018). However, the didactic integration (attitude, technological knowledge, and didactic use) of these resources in the teaching and learning process in university contexts is not carried out in the same way at all educational degrees since, in part, it depends on Legislative specifications regarding the use of ICT in tertiary education, especially in the degree in Physical Activity and Sports Sciences (CAFYD). Therefore, the objectives of this research are: (1) to study descriptively the level of digital competence of university students enrolled in the bachelor of CAFYD; (2) to assess if there are significant differences between students’ acquired knowledge about ICT tools and the didactic use they make of them in their university education; (3) to assess if there are differences in the level of digital competence according to gender and educational grade course. For this purpose, a non-experimental quantitative survey-based design was employed, with a sample of 217 students from the bachelor in CAFYD at the Pontifical University of Salamanca (UPSA). The results showed that students’ general level of digital competence is average. Specifically, the dimensions of technological knowledge and didactic use are perceived at average-low levels, while students’ attitudes towards ICT are very favorable. Regarding gender, no significant differences were found in students’ level of digital competence in any of the courses of the program. The levels obtained by CAFYD students leads to an inquiry on whether these levels are sufficient to meet the curricular demands posed by the current Spanish education system supported by the LOMCE or on the contrary they are similar to those that the overall population, who has not received specific academic and digital training, may possess.

scholarly journals Competencias TIC en los docentes de las unidades tecnológicas de Santander

2018 ◽  
pp. 67-83
Author(s):  
Ernesto Solano Hernández ◽  
Victoria Irene Marín Juarros ◽  
Alba Rossi Rocha Vásquez
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Teaching Staff ◽  
Digital Competence ◽  
Nuevas Tecnologías ◽  
Information And Communication ◽  
Ethical Component ◽  
Training Modalities ◽  
And Training ◽  
Competencia Digital

Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental de la sociedad del siglo XXI, generando nuevos espacios formativos y modalidades de formación. La práctica docente debe hacerse partícipe de los nuevos modelos de aprendizaje y formación, para lo cual surge la necesidad de la cualificación docente en términos de competencia digital, un argumento que se solicita con fuerza incluir en esta actividad. En este artículo se describen y presentan los resultados de la investigación realizada en las Unidades Tecnológicas de Santander (UTS, Colombia), para conocer, evaluar y pronosticar el nivel de conocimiento y competencia digital del personal docente, adscrito a las dos facultades de la institución; dentro de las dimensiones evaluadas se solicitó información referente a datos de identificación (sociodemográficos y laborales), uso y conocimiento de TIC, integración de las TIC en la práctica docente, formación docente e innovación en TIC y el componente ético en la labor docente. Se dispuso de un instrumento de investigación (encuesta) ya utilizado y validado en otro estudio del mismo tipo, que se adaptó al contexto institucional de las UTS. Se utilizó un servidor de la universidad para alojar la encuesta y que fuera presentada de forma telemática por los profesores. Como conclusión del análisis de resultados, se diseñó una propuesta de trabajo para la mejora de las competencias digitales basados en las necesidades de formación detectadas. The new information and communication technologies became the fundamental axis of 21st century society, generating new training spaces and training modalities. The teaching practice must become a participant in the new models of learning and training, for which the need arises for the teaching qualification in terms of digital competence, an argument that is strongly requested to include in this activity. This article describes and presents the results of the research carried out in the Santander Technology Units (UTS, Colombia), to know, assess and forecast the level of knowledge and digital competence of teaching staff, assigned to the two faculties of the institution ; Within the evaluated dimensions, information was requested regarding identification data (sociodemographic and labor), use and knowledge of ICT, integration of ICT in teaching practice, teacher training and innovation in ICT and the ethical component in teaching work. There was a research instrument (survey) already used and validated in another study of the same type, which was adapted to the institutional context of the UTS. A university server was used to host the survey and was presented telematically by the teachers. As a conclusion to the analysis of results, a work proposal was designed to improve digital skills based on the training needs detected.

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 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]

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.

Social Networks in University Classrooms

2014 ◽  
Vol 4 (3) ◽  
pp. 34-48 ◽  
Author(s):  
Inmaculada Gómez Hurtado ◽  
José Manuel Coronel Llamas
Keyword(s):  
Social Networks ◽  
Learning Process ◽  
Classroom Climate ◽  
Teaching And Learning ◽  
University Education ◽  
Future Research ◽  
Digital Competence ◽  
Teaching Learning ◽  
University Classrooms ◽  
Depth Interviews

The use of social networks is an increasingly common practice in university education. This study describes an experiment carried out with a group of pre-service teachers from a Spanish University in which Facebook was employed as a resource to develop the teaching and learning process. Specifically, it was applied as a strategy designed to improve relations among the students in the classroom. In-depth interviews were held with twenty students and their teacher to analyse the influence of this emerging technology on knowledge building and the establishing of closer links among students and between students and teachers. The results acknowledge the value of this resource, both for the teacher and the students themselves, in the following areas: classroom climate, teaching-learning process, virtual tutoring, foreign language practice and digital competence acquisition. In the final section of the article, we put forward questions and issues for future research.

scholarly journals Analysis of Digital Competence for Spanish Teachers at Pre-University Educational Key Stages during COVID-19

2021 ◽  
Vol 18 (15) ◽  
pp. 8093
Author(s):  
Esteban Pérez-Calderón ◽  
Jorge-Manuel Prieto-Ballester ◽  
Vanessa Miguel-Barrado
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Education ◽  
Digital Competence ◽  
Analysis Methodology ◽  
Information And Communication ◽  
Level Of Knowledge ◽  
High Level ◽  
Role Of Information

Over time, the role of information and communication technologies (ICT) has become increasingly important in most areas of our lives, including education. So much so, that during the COVID-19 pandemic, the use of these tools has been essential to continue the teaching process. One of the great challenges facing teachers today is their need to adapt to this new educational scenario by acquiring the necessary digital skills. The aim of this study is to determine the level of competence of teaching in pre-university education key stages. To this end, a questionnaire was distributed among education centres and teachers in the Autonomous Community of Extremadura, obtaining 109 valid responses. The analysis methodology was the formation of clusters using the K-means model. The results confirmed that the teachers perceived a medium-high level of knowledge and use of ICT. Moreover, that this digital competence is conditioned by factors such as age, experience, gender, and level of education. In conclusion, public administrations are encouraged to facilitate teachers’ knowledge and application of ICT according to the profiles identified.

scholarly journals La formación musical del profesorado especialista en educación infantil en la era digital

2010 ◽  
pp. a141
Author(s):  
Mónica Sánchez ◽  
Nerea Muruamendiaraz
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Musical Training ◽  
Communication Technologies ◽  
University Education ◽  
New Information ◽  
Nuevas Tecnologías ◽  
Information And Communication

Presentamos una experiencia de innovación e investigación contextualizada en la enseñanza universitaria que pretende describir la influencia de las Nuevas Tecnologías de Información y Comunicación (NTIC) en la formación musical de los estudiantes de Magisterio. La experiencia se ha desarrollado en torno a la creación de un cuaderno de bitácora (blog), utilizando las técnicas del cuestionario y sondeos realizados al alumnado, al objeto de reflexionar sobre el papel creciente que las NTIC adquirirán en el EEES.The musical training of nursery teachers at the digital ageAbstractThis article presents an experience of innovation and research in higher education which seeks to elucidate the influence of New Information and Communication Technologies (NICTs) in the musical training of student teachers. By creating an experience of a logbook (blog) and through questionnaires and surveys to students sought to reflect on the growing role of ICTs in university education and the role they must spend to play both faculty and students.

scholarly journals O Ensino Mediado por Tecnologias na Percepção de Futuras Pedagogas

2020 ◽  
Vol 21 (3) ◽  
pp. 289-296
Author(s):  
Sidney Lopes Sanchez Junior ◽  
Patrícia Ferreira Concato ◽  
Márcia Inês Schabarum Mikuska
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
College Education ◽  
University Education ◽  
Digital Information ◽  
Research Subjects ◽  
Information And Communication ◽  
Technology College

ResumoAs Tecnologias Digitais da Informação e Comunicação (TDIC) estão presentes na sociedade e fazem parte da vida cotidiana dos indivíduos, sobretudo nas salas de aula. A partir deste cenário, é fundamental uma ressignificação no processo de ensino e de aprendizagem. O uso das TDIC como estratégia de ensino possibilita ao professor elaborar diversas atividades pedagógicas, principalmente, no âmbito da Ensino Superior. Assim, o objetivo deste artigo é analisar a percepção de futuras pedagogas sobre os conhecimentos que possuem acerca das TDIC, bem como analisar os pontos positivos e negativos da utilização das TDIC nas práticas de ensino. Os sujeitos da pesquisa são acadêmicos do curso de Licenciatura em Pedagogia de uma faculdade privada do Estado do Paraná. Nesse contexto, a coleta de dados foi realizada por meio de um questionário e os dados foram interpretados à Luz da Análise Textual Discursiva. As análises revelam que as participantes possuem um conhecimento sobre o que são TDIC e como pontos positivos evidenciam que as TDIC podem ser utilizadas como estratégia de ensino dinâmica, interessante nas práticas de ensino. Os pontos negativos destacam a falta de capacitação de professores para o trabalho com as TDIC, bem como a utilização sem objetivos específicos de aprendizagem. Palavras-chave: Ensino. Tecnologia Digital da Informação e Comunicação. Educação Superior. AbstractDigital Information and Communication Technologies (TDIC) are present in society and are part of the individuals’ daily life, especially in classrooms. Based on this scenario, a new meaning in the teaching and learning process is fundamental. The use of TDIC as a teaching strategy enables the teacher to develop several pedagogical activities, mainly in the University Education context. Thus, the objective of this article is to analyze the perception of future pedagogues about the knowledge they have about TDIC as well as to analyze the positive and negative points regarding the use of TDIC in teaching practices. The research subjects are students from the Pedagogy Degree course at a private college in the state of Paraná. In this context, data collection was carried out through a questionnaire and the data were interpreted in the light of Discursive Textual Analysis. The analyzes reveal that the participants have a knowledge of what TDIC is and how positive points show that TDIC can be used as a dynamic teaching strategy, interesting in teaching practices. The negative points highlight the lack of teacher training to work with TDIC, as well as the use without specific learning objectives. Keywords: Teaching. Digital Information and Communication Technology. College education.

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