238. Aprender y enseñar con la escala del mapa para el profesorado de la “generación Z”: la competencia digital docente

Abstract

El Espacio Europeo de Educación Superior (EEES) advierte de la necesidad de formar en competencia digital docente (CDD) al futuro profesorado, para la educación de una ciudadanía responsable y capaz del siglo XXI. El propósito de este estudio es analizar la percepción de las CDD del alumnado de Grado de Primaria a través de la TIG Google EarthTM para desarrollar el concepto de escala gráfica y numérica. Se ha utilizado una metodología mixta, activa y participativa partiendo de contenidos teóricos geográficos (conceptuales) que se han analizado y explicado en el aula relacionándolos con contenidos prácticos (procedimentales). El trabajo desarrollado por la muestra participante fue grupal y cooperativo (398 estudiantes). Los resultados arrojan una percepción positiva del alumnado sobre su propia CDD que contrasta con un deficiente uso manipulativo y didáctico de las tecnologías. A partir de tales resultados se corrobora la necesidad de aplicar una mejora en la formación tecnológica manipulativa y didáctica del profesorado en formación.

Digital Teaching Competence and Space Competence with TPACK in Social Sciences

“…In the same way, the value that the training teachers place on such training is corroborated. These findings coincide with other studies [47,8,27], where the need for digital teacher training and its benefits for teaching is stated, as well as the importance of adapting the study plans to such ICS requirements [4,46,48,42].…”

“…It is necessary, therefore, to address the correct training of future teachers so that they have DTC and, in the specific case of Social Sciences, with SP [27]. That is why this study investigates the current situation with respect to the knowledge that future teachers possess in three dimensions of the TPACK model: disciplinary knowledge about geospatial competence of teachers in training before and after the course (CK); knowledge about their digital teaching competence (TCK) and their perception about its manipulative, didactic and pedagogical importance (TPK and PCK).…”

“…Likewise, and despite the positive self-efficacy in digital skills of future teachers, the lack of adequacy of the undergraduate and postgraduate curriculum proposals of teachers for the correct implementation of GIT in initial training is verified. In this sense, although the educational administrations are carrying out proposals for the improvement in the training and implementation of technologies in the university study plans [27], there is still a long way to go to comply with the current demands of the ICS. It is essential, for educational improvement and understanding of geographic space, to enhance skills related to digital competence such as the recovery, selection, creation or exchange of digital content and experiences in virtual environments [50,51,26,49,53]; and with geospatial skills.…”

“…In the current context, where the requirements for the formation of ICS citizenship are generating transformations in the field of education, the universities of the European Higher Education Area (EHEA) are striving to implement modifications in the models and methodologies of teaching and learning (LT). The objective is none other than the achievement of a higher education system adapted to the new needs in the field of technology, providing centers and departments with resources and Internet connectivity and paying special attention to the role of teachers and their digital competence since there are the teachers who, in this context, acquire a central role for the correct incorporation of new ICT resources [26,27].…”

“…The work has been approached from a descriptive approach, with a mixed methodology [30]. For its development, an exploratory-type research design based on the use of the questionnaire as a tool for collecting information [31] and experiential, based on the analysis of the proposed didactic designs [27]. The research has been developed during several academic courses, in the context of learning from the Faculty of Education of a Spanish university.…”