Creencias y prácticas de docentes universitarios respecto a la integración de tecnología digital para el desarrollo de competencias genéricas

Vera, Fernando; García-Martínez, Salvador

doi:10.17227/rce.num84-11582

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…It should also be noted that new technologies have had a strong impact on education, and it is precisely at this point that we find different types of teachers; those who adapt easily, and those who resist, although the problem does not only lie in the latter, the transformation of teaching praxis is necessary to adapt it to the new reality derived from technological advances [4]. According to Cabero-Almenara and Palacios-Rodríguez [5], educational policies and scientific studies on education highlight the important role that teacher digital competence has acquired within the new educational reality in the classroom and the literacy process.…”

Section: Introductionmentioning

confidence: 92%

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

et al. 2023

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The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others.

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Section: Introductionmentioning

confidence: 92%

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

et al. 2023

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“…When referring to teacher training in the context of an online university, digital tools and, by extension, digital competence, play a key role in the teaching and learning process. For both the professors who teach the subjects and the future teachers, knowledge of digital resources will be a necessary aspect for the teaching of some and the learning of others (Ferrari, 2012;Instefjord & Munthe, 2017;Kumar & Kumar, 2018;Prendes, Gutiérrez & Martínez, 2018;Romero-García, Buzón-García, Sacristán-San-Cristóbal & Navarro-Asencio, 2020;Sánchez-Cruzado, Santiago Campión & Sánchez-Compaña, 2021;Vera & García-Martínez, 2022).…”

Section: Introductionmentioning

confidence: 99%

Digital tools and active leaning in an online university: Improving the academic performance of future teachers

Gende

2023

J. Technol. Sci. Educ.

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Digital tools are part of any online educational context. When it comes to training future teachers, this point is crucial because they will transfer this technology to their classrooms. Additionally, incorporating these digital resources as part of an active learning proposal will contribute to future teachers' motivation, self-regulation, and autonomy and positively influence their academic performance. This piece of research refers to the evaluation of an educational active learning proposal in which a pre-experimental design without a control group was used in order to study the possible relationship between the use of digital tools and the academic performance of the students. A sample of 908 students participated, distributed in three academic years. Results show that those who used more tools as part of the active learning proposals obtained better final marks, as well as a higher grade in the continuous assessment activities, which they also completed in a higher percentage (p<0.001). It can be concluded that the use of digital tools within an active learning proposal contributes to an improvement in the academic performance of future teachers as well as in the participation and engagement of the students.

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“…Cuando se realizan aplicaciones de las TIC por docentes universitarios, se experimentan un cambio positivo para la conformación de espacios orientados a mejorar los intercambios de aprendizaje (Vera y García-Martínez, 2022). En el caso de la Educación Física, en las 2 88 (284)(285)(286)(287)(288)(289)(290)(291)(292)(293)(294)(295)(296)(297) nos acerque a la realidad de interés, pues a partir de las descripciones se pueden extraer elementos de juicio para los aportes finales de la investigación (Montagud , 2020).…”

Section: Introductionunclassified

Las TIC en la enseñanza de la Educación Fisca en Universidades de San Juan de la Maguana

García-Rosado

2022

educareupelipb

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El objetivo principal de la presente investigación fue analizar el uso de las TIC en la enseñanza de la Educación Fisca en Universidades de San Juan de la Maguana como una forma de aproximarse a esta realidad contemporánea por la migración de las actividades presenciales hacia las virtuales. En el proceso y desarrollo del estudio, los preceptos manejados la ubican en el paradigma cualitativo, en aras del establecimiento de las particularidades inherentes al quehacer educativo y formativo. El tipo de investigación fue el documental, puesto que se recurrió a referentes que dieron sustento a los preceptos y caracterizaciones realizadas. Las bases utilizadas fueron Scopus, SciELO. Dialnet y Google Académico. En este sentido, la técnica asumida fue la revisión bibliográfica. Como conclusiones se pudo evidenciar el uso de las TIC en los procesos de enseñanza de la Educación Física en las distintas universidades dominicanas, en particular en las ubicadas en San Juan de la Maguana. Las herramientas digitales se constituyeron en esta etapa pandémica en un argumento valioso para el desarrollo de las actividades y en los procesos de formación de estudiantes en cada uno de los recintos y universidades en el ámbito dominicano y latinoamericano.

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Creencias y prácticas de docentes universitarios respecto a la integración de tecnología digital para el desarrollo de competencias genéricas

Cited by 4 publications

References 20 publications

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

Digital tools and active leaning in an online university: Improving the academic performance of future teachers

Las TIC en la enseñanza de la Educación Fisca en Universidades de San Juan de la Maguana

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