scholarly journals Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes

2019 ◽  
Vol 38 (1) ◽  
pp. 167-182 ◽  
Author(s):  
Maria Domingo-Coscollola ◽  
Alejandra Bosco-Paniagua ◽  
Sara Carrasco-Segovia ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Educational Practice ◽  
Digital Citizenship ◽  
Mixed Method Research ◽  
Digital Competence ◽  
University Teachers ◽  
The University ◽  
Competencia Digital

Este artículo da cuenta del proyecto “Propuesta interuniversitaria de formación inicial de maestros en tecnologías digitales”. Para elaborarla, nos planteamos conocer la percepción de estudiantes y de docentes sobre qué necesidades abordar en relación con las tecnologías digitales y la competencia digital metodológica, y qué acciones institucionales son preferentes para desarrollar la competencia digital docente (CDD). En este estudio, utilizamos un diseño de investigación de métodos mixtos. Las técnicas e instrumentos usados han sido el análisis de la documentación disponible, grupos de discusión y cuestionarios. La propuesta va dirigida a las nueve universidades catalanas que imparten la formación de futuros docentes en los grados de Maestro de Educación Infantil y Primaria. Las principales conclusiones apuntan hacia la necesidad de vincular la universidad con la sociedad, así como de favorecer un desarrollo profesional del profesorado universitario y la alfabetización digital de sus estudiantes fomentando el aprendizaje colaborativo y la autoría. También, se destaca la importancia de priorizar la comunicación y la colaboración durante el proceso de enseñanza y aprendizaje usando recursos digitales útiles que lo faciliten. A su vez, se resalta la ética y la ciudadanía digital como una dimensión emergente a considerar en la práctica educativa. Finalmente, se apuntan tres acciones institucionales sobre CDD para contemplar en los planes de estudio universitarios. This article provides an account of the project "An inter-university proposal for the initial training of teachers in digital technologies". In order to prepare it, we consider the perception of students and teachers on what needs to be addressed with regard to digital technologies and methodological digital competence, and what institutional actions are preferential for the development of teachers’ digital competence (TDC). In this study, we used a mixed-method research design. The techniques and instruments used have been the analysis of available documentation, focus groups and surveys. The proposal is targeted at the nine Catalan Universities that provide training for future teachers in Pre-school and Primary Education Degrees. The main findings point to the need to link the university to the society, as well as to promote a professional development of university teachers and the digital literacy of their students by fostering collaborative learning and authorship.  Likewise, it highlights the importance of prioritizing communication and collaboration during the teaching and learning process using useful digital resources that facilitate it. At the same time, ethics and digital citizenship is highlighted as an emerging dimension to be considered in educational practice. Finally, three institutional actions about TDC are pointed out to consider in university curricula.

University Teachers' Use of Digital Technologies

2017 ◽  
pp. 686-702
Author(s):  
Daariimaa Marav ◽  
Michelle Espinoza
Keyword(s):  
Developing Countries ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Academic Staff ◽  
Digital Technologies ◽  
University Teachers ◽  
Per Se ◽  
Complex Relationships

This chapter is set in the context of two developing countries, Mongolia and Chile, where digital technology is seen as a powerful icon of the knowledge economy. The predominant and common discourses surrounding the uses of digital technologies in education in these developing countries usually assume rather celebratory stances of the roles digital technologies may perform in education in the digital age. Thus, the research reported here explores the realities, opportunities, and challenges that academic staff face when using digital technologies through the perspectives offered by the field of digital literacy studies. The findings illustrate the close and complex relationships between sociocultural contexts, beliefs, values, and digital literacy practices. The study suggests that more attention needs to be paid to the wider contexts affecting the digital practices around teaching and learning rather than to technologies per se.

A Study Regarding the Perception of Digital Citizenship Among Adults and the Assessment of This Perception

2017 ◽  
pp. 47-61
Author(s):  
Ahmet Cubukcu ◽  
Sahin Bazyan
Keyword(s):  
Field Study ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Online Technologies ◽  
Effective Use ◽  
Over Time

Over time, as the influences of digital technologies on individuals' lives became apparent, the concept of digital citizenship as developed. Digital citizenship is considered to consist of 9 dimensions. These 9 dimensions have been previously described by Mike Ribble and his colleagues. These studies demonstrate not only the importance of effective use of digital technologies, and especially online technologies, but also the importance of ethically responsible and critical use. Over time, the concept of digital competence, which represents an integral aspect of digital citizenship, is also defined. In this study, a digital literacy model is created associated with the dimensions of digital citizenship and the aspects of digital competence. Based on this model, the perception of individuals regarding the conscious, proper and effective use of online technologies is assessed, and a comprehensive field study regarding digital citizenship is conducted.

scholarly journals ALFABETIZACIÓN INFORMACIONAL Y COMPETENCIA DIGITAL EN ESTUDIANTES DE MAGISTERIO

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
María Dolores Moreno Rodríguez ◽  
Vicente Gabarda Méndez ◽  
Ana Maria Rodríguez Martín Rodríguez Martín
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Information Communication ◽  
Digital Competence ◽  
Redes Sociales ◽  
Online Questionnaire ◽  
Alfabetización Informacional ◽  
The Media ◽  
The University ◽  
Competencia Digital

Resumen:España es uno de los mayores consumidores de contenidos digitales de todo el mundo, especialmente contenidos audiovisuales compartidos en redes sociales, pero la competencia multimedia e informacional de su ciudadanía todavía resulta insuficiente. Paralelamente, son cuantiosos los estudios que evidencian que existe un vacío formativo al respecto en el ámbito universitario. Por ello, en este trabajo hemos querido analizar la percepción que tienen los estudiantes del área de educación -futuros graduados en Educación Infantil y Primaria- en relación con su competencia digital docente, detectar carencias e identificar su nivel competencial en materia de alfabetización mediática en convergencia con la competencia digital. Los estándares utilizados como referente nos los proporcionan el «Marco Común de Competencia Digital Docente» del Instituto Nacional de Tecnologías Educativas y la «Orientación Normativa y Estratégica de la Alfabetización Mediática e Informacional» de la UNESCO. En base a ellos, se ha elaborado un cuestionario online cuyos resultados evidencian que los alumnos de la Universidad Internacional de Valencia vinculados al magisterio muestran un nivel competencial avanzado en las áreas de información, comunicación y creación de contenidos audiovisuales, lo que garantiza competencias tanto multimedia e informacionales como digitales. Mientras que las habilidades más bajas están vinculadas con la seguridad y la innovación tecnológica. Asimismo, la autopercepción apriorística de los futuros maestros sobre su competencia digital supera las capacidades que manifiesta esta investigación mediante las evidencias proporcionadas por las respuestas del cuestionario. Abstract:Spain is one of the largest consumers of digital content worldwide, especially audiovisual content shared on social networks, but the media and information literacy of its citizens is still insufficient. In addition, there are many studies showing that there is a training gap on this subject at the university level. Therefore, this study aimed to analyze future Early Childhood and Primary education graduates’ perception regarding digital literacy in order to identify their shortfalls and assess their level of competence in media literacy in conjunction with digital literacy. As reference standards, we used the «Marco Común de Competencia Digital Docente» by the Instituto Nacional de Tecnologías Educativas and the «Orientación Normativa y Estratégica de la Alfabetización Mediática e Informacional» by UNESCO. From that point, an online questionnaire was implemented as an instrument for the development of this study. The results showed that Universidad Internacional de Valencia’s education students have an advanced level of competence in the areas of information, communication and audiovisual content creation, which ensures good media, information literacy and digital competences. They showed to have, however, poorer safety and technological innovation skills. Likewise, the future teachers’ personal perception about their digital competence is higher than the actual findings of this research show.

University Teachers' Use of Digital Technologies

2015 ◽  
pp. 175-190 ◽  
Author(s):  
Daariimaa Marav ◽  
Michelle Espinoza
Keyword(s):  
Developing Countries ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Academic Staff ◽  
Digital Technologies ◽  
University Teachers ◽  
Per Se ◽  
Complex Relationships

This chapter is set in the context of two developing countries, Mongolia and Chile, where digital technology is seen as a powerful icon of the knowledge economy. The predominant and common discourses surrounding the uses of digital technologies in education in these developing countries usually assume rather celebratory stances of the roles digital technologies may perform in education in the digital age. Thus, the research reported here explores the realities, opportunities, and challenges that academic staff face when using digital technologies through the perspectives offered by the field of digital literacy studies. The findings illustrate the close and complex relationships between sociocultural contexts, beliefs, values, and digital literacy practices. The study suggests that more attention needs to be paid to the wider contexts affecting the digital practices around teaching and learning rather than to technologies per se.

A Study Regarding the Perception of Digital Citizenship among Adults and the Assessment of This Perception

2016 ◽  
Vol 7 (3) ◽  
pp. 23-37
Author(s):  
Ahmet Cubukcu ◽  
Sahin Bazyan
Keyword(s):  
Field Study ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Online Technologies ◽  
Effective Use ◽  
Over Time

Over time, as the influences of digital technologies on individuals' lives became apparent, the concept of digital citizenship as developed. Digital citizenship is considered to consist of 9 dimensions. These 9 dimensions have been previously described by Mike Ribble and his colleagues. These studies demonstrate not only the importance of effective use of digital technologies, and especially online technologies, but also the importance of ethically responsible and critical use. Over time, the concept of digital competence, which represents an integral aspect of digital citizenship, is also defined. In this study, a digital literacy model is created associated with the dimensions of digital citizenship and the aspects of digital competence. Based on this model, the perception of individuals regarding the conscious, proper and effective use of online technologies is assessed, and a comprehensive field study regarding digital citizenship is conducted.

scholarly journals An assessment of the interplay between literacy and digital Technology in Higher Education

2021 ◽  
Author(s):  
Shahrokh Nikou ◽  
Milla Aavakare
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Literacy Skills ◽  
Intention To Use ◽  
University Staff ◽  
Willingness To Use ◽  
The Impact

AbstractDigital technologies fundamentally transform teaching and learning in higher education environments, with the pace of technological change exacerbating the challenge. Due to the current pandemic situation, higher education environments are all now forced to move away from traditional teaching and learning structures that are simply no longer adaptable to the challenges of rapidly changing educational environments. This research develops a conceptual model and employs Structural Equation Modelling (SEM) using Partial least Squares (PLS) to examine the impact of information and digital literacy on 249 Finnish university staff and students’ intention to use digital technologies. The findings show the complex interrelationship between literacy skills and digital technologies among university staff and students. The results illustrate that information literacy has a direct and significant impact on intention to use; while, unlike our expectation, digital literacy does not have a direct impact on the intention to use. However, its effect is mediated through performance expectancy and effort expectancy. The authors suggest that to understand the changes that are taking place in higher education environment, more attention needs to be paid to redefining policies and strategies in order to enhance individuals’ willingness to use digital technologies within higher education environments.

scholarly journals Training in Cybersecurity in Interaction with Parents in Kindergarten

2019 ◽  
pp. 246-253
Author(s):  
Svetlana Shabas
Keyword(s):  
Digital Literacy ◽  
Information Technologies ◽  
Preschool Education ◽  
Digital Technologies ◽  
Main Task ◽  
School Age ◽  
Digital Information ◽  
Digital Environment ◽  
Digital Competence ◽  
The Impact

In modern conditions of overall informatization, the majorities of children of older pre-school age actively use gadgets and have access to the Internet. However, just one-fourth of parents demonstrate concerns about digital security. That is why the issues associated with cybersecurity training in preschool education, legislative regulation in ensuring the security and development of children in a digital environment are relevant for present-day pre-school education. The study was based on the activities carried out by teachers and psychologists of the methodology association of the Leninsky district of Yekaterinburg. The methods used in the study involved observations, the analysis of information obtained through counseling and psychological checks, interviews, surveys of instructors and specialists dealing with parents in kindergarten. As a result, we revealed the problems with digital competence among all the participants of the process of upbringing and education and defined the impact of parents on the formation of digital literacy. Of special interest is a new position when the modern parent is given a “relief” from a child with the help of gadgets, which calls for family psychological support on pre-schoolers’ secure use of digital technologies. The main task of working with parents is to shape perceptions of the problems associated with free contacts of the child with information technologies and the necessity to control digital information received by the child.

scholarly journals Critical Digital Literacy: Technology in Education Beyond Issues of User Competence and Labour-Market Qualifications

2019 ◽  
Vol 17 (2) ◽  
pp. 221-240 ◽  
Author(s):  
Holger Pötzsch
Keyword(s):  
Media Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Technology In Education ◽  
Present Contribution ◽  
Digital Capitalism ◽  
Technology In Teaching ◽  
Knowledge Competencies ◽  
Structural Aspects

The present contribution conducts an intervention in the study and practice of digital and media literacy. After reviewing key tenets of recent debates, I advance a specific understanding of the concept – critical digital literacy – that, as I argue, comprehensively addresses issues of knowledge, competencies, and skills in relation to digital technologies. In particular, I posit that critical thinking about educational and other values of ‘the digital’ needs to take structural aspects of the technology into account that are often eschewed in instrumental or commercially-driven approaches. To prepare pupils for their future lives requires a widest possible contextualisation of technology, including issues of exploitation, commodification, and degradation in digital capitalism. Finally, I make concrete suggestions for constructive uses of technology in teaching and learning.

Digital Literacy and Competence in Students Attending a Faculty of Humanities

2013 ◽  
pp. 55-64 ◽  
Author(s):  
Antonio Cartelli ◽  
Angela Di Nuzzo
Keyword(s):  
Social Networks ◽  
University Students ◽  
Digital Technology ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Short Discussion ◽  
Compulsory School ◽  
The University

In this paper the behaviors and tendencies in the use of digital technologies by university students are analyzed. After a short discussion of former studies and the presentation of the model for digital literacy structure and assessment in students attending compulsory school, the investigation carried out by the authors is described and the results obtained from the analysis of the university students’ answers is reported. The survey was submitted to 331 students in the Faculty of Humanities at the University of Cassino, Italy, and the students’ answers show a contradictory reality: on one side, digital technologies are mainly used to communicate in social networks or to play music and movies, on another side it is evident the students’ interest for the most recent aspects of the application of digital technology and for the improvement in the quality of their use.

Project-Based Learning

2020 ◽  
pp. 161-178
Author(s):  
María Pache-Durán ◽  
Esteban Pérez-Calderón ◽  
Alicia Fernanda Galindo-Manrique
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Project Based Learning ◽  
Learning Processes ◽  
University Teachers ◽  
Quality Of Learning ◽  
The University ◽  
Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

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