La nueva Sociedad del Conocimiento requiere nuevas competencias, que son conocidas como Competencias del siglo XXI. Estas competencias se subdividen en competencias de pensamiento y competencias de orden superior en tecnologías de información y comunicación. El objetivo de este artículo es determinar la estructura dimensional de las competencias del siglo XXI, junto con los factores personales clave en este sentido. Se trata de un estudio correlacional, basado en un diseño de encuesta, cuya muestra está constituida por estudiantes de los grados de Pedagogía y Educación Social de la Universidad de Valencia, seleccionados por muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan que las competencias para el siglo XXI se componen de dos subconjuntos, las competencias del pensamiento de orden superior y las competencias TIC, que forman un todo. Además, se ha encontrado que los factores personales tienen un impacto significativo en esta estructura. Se sugiere que las políticas educativas deben abordar ambos aspectos, a fin de capacitar a los ciudadanos incluidos en la Sociedad del Conocimiento.
The Knowledge Society, along with the non‐stop growing technological evolution, entails university students acquiring new competences for them to be successful in society. These are called 21st‐century competences that come as high‐skill competences – higher‐order thinking capacities and teamwork competences – and information and communication technologies (ICT) competences – technological, pedagogical and ethical. This study aims to determine the link between ICT competences and high‐skill competences. A correlational study was conducted whose sample was formed by 983 students studying degrees at the Universidad de Valencia (Spain), selected by non‐probabilistic incidental sampling and collecting information with two questionnaires. The results indicate a positive and statistically significant relation between ICT competences with the other two considered sets: higher‐order thinking capacities and teamwork competences. Moreover, pedagogical competences are more related with the two high‐skill competence sets. This suggests the need for training plans that favour learning 21st‐century competences and for stressing pedagogical competences in ICT.
This study corresponds with the university environment context, and specifically with the educational environment of the students, since they are the main protagonists in their learning process. The aim is to analyze the ICT competences (technological, educational and ethical) of University students in the field of education and their corresponding relationship with appropriate learning strategies. In addition, several significant personal and contextual variables are taken into account in the developed approach applied. The reference population of the study is represented by undergraduate students within the educational environment scope at the University of Valencia. The suited information has been collected through questionnaires. The study has shown that, regarding the ICT competences (technological, pedagogical and ethical), there is a corresponding influence found within the learning strategies of the students, especially within those related to the processing of information. The results obtained by this study have allowed for an in depth analysis of the relationship between the ICT competences and learning strategies that students activate in the teaching-learning process; moreover, allowing for the obtainment of valuable insight about factors which influence relative personal and contextual variables. Keywords:Technological competencies; Information and Communication Technologies; university students; learning strategies. Reception Date 2016 February 26 Approval Date 2016 April 11Publication Date: 2016 April 11 . Las competencias en TIC de estudiantes universitarios del ámbito de la educación y su relación con las estrategias de aprendizaje. RELIEVE, 22 (1), art. 5. DOI: http://dx.doi.org/0.7203/relieve.22.1.8159 Autor de contacto / Corresponding authorDíaz-García, Isabel. Avda. Blasco Ibáñez, 30. 46010-Valencia (España) idiazgar@uv.es │1En los últimos tiempos se puede afirmar que los estudiantes universitarios precisan un consolidado nivel de competencia en el ámbito de las Tecnologías de la Información y la Comunicación si se pretende que respondan a las actuales demandas de la Sociedad del Conocimiento. Éstos, se encuentran insertos en una sociedad altamente tecnológica, interactiva y colaborativa, donde las aplicaciones informáticas, especialmente las de la Web 2.0, les permiten entretenerse, formarse y comunicarse (Enlaces, 2013).En el nuevo Espacio Europeo de Educación Superior (EEES), la formación universitaria está orientada no ya sólo a la formación específica, recibida en cada área de conocimiento, sino que va más allá y requiere la adquisición de otras competencias más generales como son las competencias en TIC (Redondo & Perales, 2011). Se trata de que los estudiantes universitarios sean capaces de adquirir los conocimientos necesarios para desenvolverse en la sociedad del conocimiento y sean capaces de utilizar las TIC adecuadamente para poder localizar, evaluar, utilizar y comunicar la información en cualquier ámbito de especialización (CRUE y REBIUN, 2009 y 2012.Como respuesta a...
The use of information and communication technologies (ICT) by students reflects the appropriateness of the ICT integration process. However, the typology of ICT use by students has not been established empirically based on their use at home and at the school. Thus, the purpose of the article is to determine the structure of ICT use by students, together with the influence of personal and contextual factors. A correlational design has been used, with the sample being the sixth-grade students in Latin America who answered the questionnaire on ICT use in the Third Regional Comparative and Explanatory Study (TERCE). The data analysis performed is descriptive statistics, Multivariate Analysis of Variance (MANOVA) and Categorical Principal Components analysis (CATPCA). The results obtained through the descriptive statistics show how the students make a greater use of technological resources in the area of free time than in the academic area. It has been found, by means of a categorical principal components analysis (CATPCA), that student use is structured in three planes: personal, non-school academic and school academic. In addition, the results obtained from the MANOVA indicate that the personal and contextual factors influence the use of ICT, essentially the availability of technological devices and the Internet connection. In the light of the results, it is recommended to implement programs that favour non-school academic use of ICT by students.
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