Digital Competences in the Elderly and University Students: Didactic Interaction from the Use of Social Networks

Abstract

Digital Competences mediate the population of vulnerable Latin American contexts. In these there is the need to expand social communication as a way of learning and self-improvement. This research proposes to determine the effects of transfer of digital competences in two types of interaction: university students-adults, adults-schoolchildren. Therefore, two groups of individuals participate in two experimental phases of didactic transfer through the use of social networks, based on the execution of a Research Seed Project and another Project of Professional Practices of Social Responsibility in vulnerable contexts. We found effectiveness in the transfer of Digital Competences in both cases during more than six months of project execution. We report greater predisposition for the acquisition of information, communication, self-evaluation and access to information in adults. The schoolchildren managed to reinforce their skills to apply Digital Safety and Problem Solving, improving notably in this group. This program is seen as part of the improvement of teaching that every school needs as a means of curricular strengthening, whether they are teachers of advanced age or students of the primary stage. We believe that these skills will open up to the professional world with better visionary prospects for developing countries.

Intelligent Interactive Learning Platform for Seamless Learning Ecosystem to Enhance Digital Citizenship’s Lifelong Learning

“…In this research they discovered a complementary element early in enhancing digital intelligence among Generation Y. It is also aligned with Falloon [35] to develop a conceptual framework consisting of approaches, techniques, knowledge and skills. To develop teachers' digital competencies which, from the above elements, help teachers to come up with ideas for teaching learners and also to encourage teachers to achieve lifelong learning in the development of various skills.…”

“…The competency of teachers has developed in various areas as follows: work, communication and collaboration, integrated thinking, data management, security of personal information technology applications, learning information, making decisions, being yourself, and management all of which are different aspects which should be learned before going to the test with the examiner to test the digital performance. In the research Holguin-Alvarez et al [35] studies digital competences in the elderly and university student's didactic interaction from the use of social networks has found sixmonth digital competences of the elderly and university students that can be access to information was more efficient. And the Research by Mangiri et al [36] was studied in a similar way by studying the digital competencies of teachers on the professionalism of teachers in vocational secondary schools.…”

Competencias digitales y resiliencia: una revisión teórica enfocada en el profesorado

“…Su definición se ha centrado en el dominio de la habilidad tanto como el conocimiento sobre la información encontrada en la Internet, para utilizarla hacia una adaptación a la comunidad digital (Aristizabal & Cruz, 2018;Andía et al, 2020;Choudrie et al, 2018;Garzón et al, 2020;Engen, 2019). Sin embargo, en el campo educativo ya se consideran estas capacidades aplicadas a la enseñanza, con el fin de generar espacios de productividad escolar, interactividad y aprendizaje colaborativo entre el docente y el estudiante (Holguin-Alvarez et al, 2021a;Instefjord et al, 2017;Lucas et al, 2021;Sandí & Sanz, 2020;Wild & Schulze, 2021;Zhao et al). Respecto a esto se debe separar el concepto para integrarlo en la escuela como una forma de autoformación del profesional docente, más bien como una exigencia secuencial en el proceso pedagógico, más que el único hecho de considerarlo como parte del perfil docente (Hämäläinen et al, 2021;Lucas et al, 2021).…”

“…En cuanto a la utilidad de estas competencias en el área educacional, se ha determinado que las capacidades para dominar la información y los recursos tecnológicos [informarse, buscar recursos, brindar seguridad, resolver problemas], se adecuan a los conceptos formativos desde el enfoque de aprendizaje por competencias, cuyo origen se ha visto marcado por la aparición del enfoque conectivista, constructivista y socioemocional de las teorías educativas, por lo cual, es esencial para el docente producir estrategias que permitan utilizar la información como medio de investigación en los estudiantes, y la generación de aprendizajes colaborativos y autónomos, así como se ha hallado en algunas investigaciones (Aristizabal & Cruz, 2018;Holguin-Alvarez et al, 2021a;Sandí & Sanz, 2020). Al respecto, es importante que los conceptos de competencia digital puedan permitir que los docentes conozcan qué aprender, ello lo pueden agregar a los contenidos curriculares del plan de trabajo con el cual se dirigirá la institución educativa.…”

Digital Competences in the Profile of Teaching Education: Context of Remote Education of Peru

“…More than USD 160,000 million in the world [28] has been invested in Latin American countries still relegated with the support against the pandemic by SARS-COv-n2 . Less than 40% of the global policies for the attention of special needs in education have been met [10,20]. Additionally, there are weaknesses in developing global competencies for using modern tools in up to 30% of the Latin American population, even though 50% of teachers carry out synchronous teaching activities [19].…”