scholarly journals Actitudes de alumnado preadolescente ante la seguridad digital: un análisis desde la perspectiva de género

2019 ◽  
Vol 19 (61) ◽  
Author(s):  
Almudena Alonso-Ferreiro ◽  
Uxía Regueira ◽  
María-Helena Zapico-Barbeito
Keyword(s):  
Case Studies ◽  
Competence Assessment ◽  
Privacy Management ◽  
Autonomous Community ◽  
Digital Competence ◽  
Security Issues ◽  
Use Of Technology ◽  
La Red ◽  
The Web ◽  
Competencia Digital

Este artículo presenta los resultados de una investigación centrada en conocer el grado de desarrollo de la competencia digital de niñas y niños de 11 y 12 años de la Comunidad Autónoma de Galicia. El foco se pone en el desarrollo de la identidad digital y la gestión de la privacidad, cuestiones de seguridad digital en el marco de referencia DigComp. Se presenta un estudio mixto que combina seis estudios de casos y la administración de una prueba de evaluación de la competencia digital (ECODIES) en la que participan, atendiendo a las variables de género y dimensión seguridad, 486 escolares. Los resultados apuntan a una discordancia entre las buenas actitudes y alta concienciación en el uso seguro de la tecnología, especialmente por parte de las niñas, y las prácticas reales en la red, mediadas por los discursos de alarma social que afectan a las formas de participación de uno y otro género, This article presents the results of an investigation focused on knowing the degree of development of the digital competence of girls and boys aged 11 and 12 in the Autonomous Community of Galicia (Spain). The focus is on the development of digital identity and privacy management, digital security issues in the DigComp framework. We present a mixed study that combines six case studies and the administration of a digital competence assessment test (ECODIES) that included participation, according to the gender and security dimension variables, of 486 schoolchildren. The results reveal a disagreement between good attitudes and high awareness in the safe use of technology, especially by girls, and real practices on the web, mediated by social alarm discourses that affect the forms of participation of both genders.

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 Competencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria.

2021 ◽  
Vol 1 (23) ◽  
pp. 108-124
Author(s):  
Antonio José Moreno Guerrero ◽  
Antonio Manuel Rodríguez García ◽  
Carmen Rodríguez Jiménez ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Augmented Reality ◽  
Ad Hoc ◽  
Technology In Education ◽  
Digital Competence ◽  
Use Of Technology ◽  
Teaching Competence ◽  
Teaching Learning ◽  
The Impact ◽  
Different Levels ◽  
Competencia Digital

Today, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not..

scholarly journals Safe and inclusive educational apps: Digital protection from an ethical and critical perspective

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 93-102
Author(s):  
Lucrezia Crescenzi-Lanna ◽  
Riccardo Valente ◽  
Rafael Suárez-Gómez
Keyword(s):  
Inclusive Education ◽  
Principal Component ◽  
Systematic Observation ◽  
Digital Competence ◽  
External Interference ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Verbal Component ◽  
La Red ◽  
Digital Protection

The mediated use of technology fosters learning from early childhood and is a potential resource for inclusive education. Nevertheless, the huge range of options and exposure to interactive digital content, which is often online, also implies a series of risks. The definition of protection underlying the current strategies to protect children is inadequate as it only extends to reducing children's exposure to harmful content. This study proposes the expansion of this definition. Through systematic observation of 200 apps within the Catalan sphere for children under 8 years of age and principal component analysis, the results support a multidimensional conceptualisation of protection which, instead of being restricted to the potential risks, also considers aspects related to the educational and inclusive potential of digital resources. Five factors are suggested in order to select these resources and contribute to the digital competence of teachers and students. The first factor concerns the use of protection mechanisms and the existence of external interference, the second factor indicates the presence of adaptation tools; the exposure to stereotypes corresponds to the third factor and the last two consider the previous knowledge required and the verbal component of the apps. Finally, the scope of the suggested definition and its limitations as a guide for future analysis will be discussed. El uso mediado de la tecnología fomenta el aprendizaje desde la infancia y representa un potencial recurso para la educación inclusiva. Al mismo tiempo, la creciente exposición a contenidos digitales interactivos, a menudo conectados a la red, conlleva una serie de riesgos para los niños. A las estrategias actualmente empleadas para protegerlos, que se limitan a reducir su exposición a contenidos perjudiciales, parece subyacer una definición de protección inadecuada. Esta investigación propone que se amplíe esta definición. A través de una observación sistemática de 200 apps para menores de ocho años en el ámbito catalán y un análisis de componentes principales, se propone una definición multidimensional de protección que no se limita a detallar los riesgos potenciales, sino que también considera aspectos relacionados con el potencial educativo e inclusivo de los recursos digitales. Se sugieren cinco factores a considerar para seleccionar estos recursos y contribuir a la competencia digital de docentes y alumnos. El primer factor concierne al uso de mecanismos de protección y la existencia de interferencias externas; el segundo factor indica la presencia de herramientas de adaptación; la exposición a estereotipos corresponde al tercer factor y los últimos dos consideran los conocimientos previos requeridos y el componente verbal de las apps. Finalmente se discute el alcance de la definición propuesta y sus limitaciones para guiar análisis futuros.

scholarly journals The WHAAM application: a tool to support the evidence-based practice in the functional behaviour assessment

2018 ◽  
Vol 25 (2) ◽  
pp. 63-70 ◽  
Author(s):  
Gianluca Merlo ◽  
Giuseppe Chiazzese ◽  
Manuela Sanches-Ferreira ◽  
Antonella Chifari ◽  
Luciano Seta ◽  
...  
Keyword(s):  
Case Studies ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Statistical Index ◽  
Direct Observations ◽  
Use Of Technology ◽  
Problem Behaviours ◽  
Applied Behaviour Analysis ◽  
Health Application ◽  
The Web

BackgroundThe most recent computing technologies can promote the application of evidence-based practice (EBP) in the field of applied behaviour analysis (ABA).ObjectiveThe study describes how the use of technology can simplify the application of EBPs in ABA.MethodsThe Web Health Application for ADHD Monitoring (WHAAM) application demonstrates this in the following two case studies. We are monitoring dysfunctional behaviours, collecting behavioural data, performing systematic direct observations, creating both visual baseline and intervention charts and evaluating the planned interventions using the TAU-U statistical index.ResultsSignificant positive changes of children’s problem behaviours are observed and recorded. Both the duration of the previously identified behaviour ‘to get out of bed in time’ (r= −0.79, TAU-U = −0.58,p< 0.05) and the frequency of the behaviour ‘interrupting others’ (r= −0.96, TAU-U = −0.82,p< 0.01) decreased.ConclusionsThe WHAAM application is an effective tool to support functional behaviour assessments and it is an example of how technology can support practitioners by facilitating the application of EBPs and increasing the communication among clinical, educational and family environments.

scholarly journals Nivel de competencia digital del alumnado de educación primaria en Galicia. La influencia sociofamiliar.

2019 ◽  
Vol 19 (61) ◽  
Author(s):  
Esther Martínez-Piñeiro ◽  
Adriana Gewerc ◽  
Ana Rodríguez-Groba
Keyword(s):  
Family Characteristics ◽  
Autonomous Community ◽  
Digital Competence ◽  
Education Students ◽  
Content Creation ◽  
Knowledge And Attitudes ◽  
Educación Primaria ◽  
Academic Year ◽  
Program Version ◽  
Competencia Digital

Se presenta resultados de la aplicación de una prueba de evaluación de la competencia digital en una muestra de alumnado de sexto de Educación primaria de la comunidad autónoma de Galicia en el curso 2018-19. La prueba se basó en el modelo DigComp adaptado a la edad de los sujetos. La muestra fue de tipo estratificada con afijación proporcional en función del número total de alumnos/as de 6º de educación. Los datos fueron analizados con el programa SPSS, versión 22.0. Se llevaron a cabo análisis descriptivos univariables y pruebas de contraste de hipótesis. Los resultados permiten conocer el nivel del alumnado gallego en cada una de las cinco áreas de la competencia digital, tanto en conocimientos como en actitudes, así como las posibles diferencias entre ellos en función del hábitat, el centro y las características sociofamiliares. El nivel más bajo se obtiene en las dimensiones informacional y creación de contenidos. Mientras que la media más alta alcanzada es en el área de seguridad. El promedio global en el conjunto de la prueba es de 60 puntos (sobre 100). Results of the digital competence´s test is presented in a sample of sixth Primary Education students from the autonomous community of Galicia in the 2018-19 academic year. The test was based on the DigComp model adapted to the subjects' age. The sample was of stratified type with proportional affixation according to the total number of 6th grade students. The data were analyzed with the SPSS program, version 22.0. Univariate descriptive analyzes and hypothesis contrast tests were carried out. The results allow knowing the level of Galician students in each areas of digital competence, both in knowledge and attitudes, as well as the possible differences between them depending on the habitat, the school and the socio-family characteristics. The lowest level is obtained in the informational and content creation dimensions. The highest average reached is in the security area. The overall average of all dimensions is 60/100.

scholarly journals Competencia digital, actitudes y expectativas hacia las tecnologías digitales. Perfil de los futuros maestros de primaria

2021 ◽  
pp. 114-130
Author(s):  
María Ángeles Llopis Nebot ◽  
María Santágueda Villanueva ◽  
Francesc Marc Esteve Mon
Keyword(s):  
Digital Technologies ◽  
Bachelor's Degree ◽  
Portable Devices ◽  
Digital Competence ◽  
Use Of Technology ◽  
El Alto ◽  
Teaching Professional Development ◽  
Educación Primaria ◽  
Futuros Maestros ◽  
Competencia Digital

Este estudio pretende trazar un perfil del alumnado que cursa el Grado de Maestro en Educación Primaria en relación a sus hábitos en el uso de las tecnologías digitales, la percepción sobre su competencia digital, así como de las expectativas y actitudes hacia el uso de la tecnología en su ámbito personal y académico. Se realiza asimismo una comparación entre alumnos pertenecientes a dos planes de estudios distintos. Los datos se obtienen mediante el cuestionario INCOTIC 2.0. Tras el análisis de datos se evidencia el alto uso que hacen de la tecnología a través de dispositivos móviles y portátiles, especialmente en el ámbito de las relaciones sociales. Se muestra una buena actitud hacia el uso académico de la tecnología y una favorable expectativa de uso. En cuanto a la percepción de la competencia digital, destacan en las alfabetizaciones comunicativa y multimedia. Comparando ambos grupos, no se observan diferencias significativas en la mejora de la competencia digital, estas se limitan al ámbito comunicativo, las actitudes y las expectativas que tiene el estudiantado hacia las TIC. De acuerdo con los resultados, se propone incidir en la mejora de las áreas informacional y tecnológica, ambas fundamentales para su desarrollo profesional docente. This study aims to draw a profile of the students who are studying the Bachelor's Degree in Primary Education in relation to their habits in the use of digital technologies, the perception of their digital competence, as well as the expectations and attitudes towards the use of technology in their personal and academic environment. A comparison is also made between students belonging to two different study plans. The data is obtained through the INCOTIC 2.0 questionnaire. After data analysis, the high use they make of technology through mobile and portable devices is evident, especially in the field of social relationships. In addition, there is a good attitude towards the academic use of technology and a favorable expectation of use. Regarding the perception of digital competence, they stand out in communicative and multimedia literacies. However, in the comparison of both groups, no significant differences are observed in the improvement of digital competence, and these are limited to the communicative field of these technologies, attitudes and expectations that the students have towards digital technologies. According to the results, it is proposed to influence the improvement of the informational and technological areas, both vital for their teaching professional development.

scholarly journals Ampliando fronteras de comunicación y colaboración a través de la red: la competencia digital como medio para promover la interculturalidad académica

2019 ◽  
Vol 33 ◽  
pp. 59
Author(s):  
Antonio-Manuel Rodríguez-García ◽  
José María Romero Rodríguez ◽  
Arturo Fuentes Cabrera
Keyword(s):  
La Red ◽  
Competencia Digital

scholarly journals Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review

2021 ◽  
Vol 11 (8) ◽  
pp. 402
Author(s):  
Linda Helene Sillat ◽  
Kairit Tammets ◽  
Mart Laanpere
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Reliability And Validity ◽  
Assessment Tools ◽  
Competence Assessment ◽  
Validity And Reliability ◽  
Digital Competence ◽  
Need To Evaluate ◽  
Assessment In Higher Education

The rapid increase in recent years in the number of different digital competency frameworks, models, and strategies has prompted an increasing popularity for making the argument in favor of the need to evaluate and assess digital competence. To support the process of digital competence assessment, it is consequently necessary to understand the different approaches and methods. This paper carries out a systematic literature review and includes an analysis of the existing proposals and conceptions of digital competence assessment processes and methods in higher education, with the aim of better understanding the field of research. The review follows three objectives: (i) describe the characteristics of digital competence assessment processes and methods in higher education; (ii) provide an overview of current trends; and, finally, (iii) identify challenges and issues in digital competence assessment in higher education with a focus on the reliability and validity of the proposed methods. On the basis of the findings, and as a result of the COVID-19 pandemic, digital competence assessment in higher education requires more attention, with a specific focus on instrument validity and reliability. Furthermore, it will be of great importance to further investigate the use of assessment tools to support systematic digital competence assessment processes. The analysis includes possible opportunities and ideas for future lines of work in digital competence evaluation in higher education.

The Google Knowledge Graph

2014 ◽  
Vol 30 (4) ◽  
pp. 15-17 ◽  
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Reading Time ◽  
Social Impact ◽  
Knowledge Graph ◽  
Content Type ◽  
Principal Source ◽  
Pertinent Information ◽  
Practical Implications ◽  
The Web

Purpose – This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach – This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings – Becoming increasingly reliant on the web as a principal source of finding information is altering our brains and the way that we obtain and hold knowledge. We are becoming less reliant on our memories to hold knowledge, instead using technology – and search engines like Google in particular – to deposit and retrieve information. Practical implications – The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations. Social implications – The paper provides strategic insights and practical thinking that can have a broader social impact. Originality/value – The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

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].

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