Digital competence (DC) is one of the key aspects in citizen development in the digital age. The DC is particularly important in forming university students and future teachers. This article presents the main results of a study to evaluate DC and its relationship with the socioeconomic level of first-year students of pedagogy in three Chilean public universities, located in the north, center, and south of the country. A quantitative research methodology was used, with a sample of 817 students, the data were collected through the DIGCOMP-PED evaluation instrument, which evaluates DC development using the DIGCOMP framework. The results were analyzed at the general and socioeconomic level on the variables of the educational establishment where they attended high school and the territorial area of the university they attended. The main results indicate that the level of DC achievement is intermediate, the areas with the highest levels of achievement were “network security” and “online communication and collaboration.” On the other hand, the lowest levels of achievement were reached in the areas “information and digital literacy,” “digital content creation,” and “problem solving.” The level of DC is higher among students of private establishments and those who attend universities located in the central area.

No abstract

It is well known that Mathematical Software can be an appropriate tool to improve the teaching-learning mathematic process. This Software allows the teacher and student to build certain geometric facts and consequently, to visualize them. This makes possible to concretize certain abstract mathematic concepts and facilitate their comprehension. However, some are expensive and some people do not have access to it. This paper presents the use of geometric configurations built with GeoGebra as a tool for teaching the definition of vector and its operations. These are Open Educational Resources (OERs), and they were built under the Open Knowledge scheme, so everyone to have access to them. The goal is to investigate, in this context, the possible implicit effects that these OERs have as a didactic strategy to improve the visualization and reasoning cognitive processes. The results of the tests performed show that, in this case, the use of the proposal favored the learning of the presented concepts.

No abstract

No abstract