Resumen: La competencia digital es considerada clave para alcanzar la ciudadanía digital. Este trabajo muestra como se trabaja dicha competencia en la formación inicial del profesorado de educación infantil. El diseño de la experiencia se apoya en dos ejes principales; por una parte, en la propuesta de Porfolio para la Competencia Digital del profesorado aprobada por la Secretaría de Educación de Extremadura en el 2015, que adapta al ámbito educativo las competencias propuestas por el proyecto europeo DIGCOMP; por otra, en los principios del aprendizaje situado y aprendizaje basado en problemas (ABP). Se muestran algunos ejemplos del trabajo realizado por el alumnado relacionados con la adquisición de las competencias digitales. Palabras clave: Tecnología Eductiva, competencia digital, competencias del docente, formación del profesorado Abstract: Digital competence is considered key to achieving digital citizenship. This work shows how this competence is developped in the initial training for teacher of early childhood education The experience design is based on two main axes: the proposed Porfolio for Digital Competence of teachers approved by the Department of Education of Extremadura in 2015, adapting the competences proposed by the European project DIGCOMP to the education field and the principles of situated learning and problem-based learning (PBL). Some examples of student work related to the acquisition of digital skills are shown.
This article shows the design and validation of two questionnaires addressed to students and teachers. The aim is to find out their perception about the competencies and learning outcomes for sustainability that students develop through their participation in the international cross-border project of the Bordeaux-Euskampus “Ocean i3: Blue Skills for the Development of the Blue Economy in the Basque-Aquitaine Cross-Border Coast”. The study population consisted of all the participants of the project: 37 students majoring in Biology, Law, Advertising, Business Administration and Management, Pedagogy, Criminology, Nursing, Engineering and Sports Sciences at the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UBx), and 33 undergraduate and postgraduate lecturers from both universities. The article describes the procedure followed for their validity and reliability, and annexes both questionnaires. They may be transferable to other studies that share the same or similar objectives of this study.
Purpose
The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.
Design/methodology/approach
An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.
Findings
The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.
Originality/value
This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.
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