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 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.

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]

Sustainability in Information and Communication Technologies

2021 ◽  
pp. 375-396
Author(s):  
Clara Silveira ◽  
Leonilde Reis
Keyword(s):  
Information And Communication Technologies ◽  
Organizational Context ◽  
Management Practices ◽  
Communication Technologies ◽  
Software Systems ◽  
Organizational Strategies ◽  
The Sustainable Development ◽  
Information And Communication ◽  
Definition Of ◽  
The Impact

Information and communication technologies (ICT) can provide added value in an organizational context in order to enhance the definition of business support strategies. The purpose of the chapter is to focus on the contribution of ICT to implement a sustainability policy in the organizations, in the context of the sustainable development goals to improve cooperation and promote development. In this context, the principles of the Karlskrona Manifesto are applied to the development of software systems. The methodology focused on the literature review of the domain and on a case study, in order to analyze the impact of ICT as an engine of sustainability in organizations. The main conclusions focus on the analysis of the impact of established practices in organizations to design and develop sustainable software systems. The results point to a greater consciousness of the potential effects of software systems on sustainability, which will improve management practices, reducing the quantity of material to be recycled, and aligning organizational strategies with Green IT.

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.

Sustainability in Information and Communication Technologies

2022 ◽  
pp. 771-792
Author(s):  
Clara Silveira ◽  
Leonilde Reis
Keyword(s):  
Information And Communication Technologies ◽  
Organizational Context ◽  
Management Practices ◽  
Communication Technologies ◽  
Software Systems ◽  
Organizational Strategies ◽  
The Sustainable Development ◽  
Information And Communication ◽  
Definition Of ◽  
The Impact

Information and communication technologies (ICT) can provide added value in an organizational context in order to enhance the definition of business support strategies. The purpose of the chapter is to focus on the contribution of ICT to implement a sustainability policy in the organizations, in the context of the sustainable development goals to improve cooperation and promote development. In this context, the principles of the Karlskrona Manifesto are applied to the development of software systems. The methodology focused on the literature review of the domain and on a case study, in order to analyze the impact of ICT as an engine of sustainability in organizations. The main conclusions focus on the analysis of the impact of established practices in organizations to design and develop sustainable software systems. The results point to a greater consciousness of the potential effects of software systems on sustainability, which will improve management practices, reducing the quantity of material to be recycled, and aligning organizational strategies with Green IT.

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.

Development of Artificial Intelligence and Prospects for Its Application

2021 ◽  
Vol 27 (2) ◽  
pp. 132-138
Author(s):  
V. Ya. Dmitriev ◽  
T. A. Ignat'eva ◽  
V. P. Pilyavskiy
Keyword(s):  
Artificial Intelligence ◽  
Speech Recognition ◽  
Information And Communication Technologies ◽  
Language Model ◽  
Communication Technologies ◽  
Conceptual Apparatus ◽  
Information And Communication ◽  
End To End ◽  
Definition Of ◽  
The Impact

Aim. To analyze the concept of “artificial intelligence”, to justify the effectiveness of using artificial intelligence technologies.Tasks. To study the conceptual apparatus; to propose and justify the author’s definition of the “artificial intelligence” concept; to describe the technology of speech recognition using artificial intelligence.Methodology. The authors used such general scientific methods of cognition as comparison, deduction and induction, analysis, generalization and systematization.Results. Based on a comparative analysis of the existing conceptual apparatus, it is concluded that there is no single concept of “artificial intelligence”. Each author puts his own vision into it. In this regard, the author’s definition of the “artificial intelligence” concept is formulated. It is determined that an important area of applying artificial intelligence technologies in various fields of activity is speech recognition technology. It is shown that the first commercially successful speech recognition prototypes appeared already by the 1990s, and since the beginning of the 21st century. The great interest in “end-to-end” automatic speech recognition has become obvious. While traditional phonetic approaches have requested pronunciation, acoustic, and language model data, end-to-end models simultaneously consider all components of speech recognition, thereby facilitating the stages of self-learning and development. It is established that a significant increase in the” mental “ capabilities of computer technology and the development of new algorithms have led to new achievements in this direction. These advances are driven by the growing demand for speech recognition.Conclusions. According to the authors, artificial intelligence is a complex of computer programs that duplicate the functions of the human brain, opening up the possibility of informal learning based on big data processing, allowing to solve the problems of pattern recognition (text, image, speech) and the formation of management decisions. Currently, the active development of information and communication technologies and artificial intelligence concepts has led to a wide practical application of intelligent technologies, especially in control systems. The impact of these systems can be found in the work of mobile phones and expert systems, in forecasting and other areas. Among the obstacles to the development of this technology is the lack of accuracy in speech and voice recognition systems in the conditions of sound interference, which is always present in the external environment. However, the recent advances overcome this disadvantage.

The Policy of Uses of ICTs in Developing Countries

2011 ◽  
pp. 745-762
Author(s):  
Saida Habhab-Rave
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Development Cycle ◽  
Management And Development ◽  
Information And Communication ◽  
History Of ◽  
Tangible Support ◽  
Definition Of ◽  
The Impact ◽  
The Relationship

The purpose of this chapter is to examine the policy of information and communication technologies (ICTs) on the development of countries, especially on Tunisia. The first part of the article summarizes the evolution of the definition of ICTs policy. In the second part, the authors assess the contribution of ICT to the development of Tunisia. Tunisian’s response to these ICT challenges is discussed from three viewpoints. Firstly, the ways ICTs are impacting on the business, management and development. Secondly, what is being done with regard to ICT policies, especially for all sectors of the society. Thirdly, the impact the broader vision of policy has. In the final part, the relationship between policies of ICTs and sustainable development is discussed. On the basis of the technology-knowledge-innovation-economic development cycle, individual participation is thought to begin with general, ICT and business. The fascinating case history of the Finnish Information Society which lends significant tangible support to this and other models is summarized.

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