Improving Future Teachers’ Digital Competence Using Active Methodologies

Romero-García, Carmen; García, Olga Buzón; Paz-Lugo, Patricia de

doi:10.3390/su12187798

Cited by 42 publications

(36 citation statements)

References 43 publications

(58 reference statements)

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“…Our study was based on digital competences, in accordance with Romero-García et al [71]. Previous studies on teachers' self-perceptions of such skills, have found low levels of competence [40,72,73], as well as training needs in this regard [38,39,74].…”

Section: The Need For Teacher Training On the Eco-responsible Use Of supporting

confidence: 57%

“…These results could be explained not so much by the educational stage-it has been proven that what affects more the use of ICT is rather pedagogical competence and professional experience [90], as by the complexity of the contents for being understood in the earliest stages. Thus, the key to overcoming these differences could depend on the curriculum and teacher training of this stage about these contents [71]. This idea was also confirmed by the data extracted from the questionnaire, since the item designed to measure the training followed by teachers in this area received the lowest score.…”

Section: Assessment Of Differences According To the Stage: Secondary mentioning

confidence: 76%

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Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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Section: The Need For Teacher Training On the Eco-responsible Use Of supporting

confidence: 57%

Section: Assessment Of Differences According To the Stage: Secondary mentioning

confidence: 76%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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“…En ese sentido, se hace necesario la adquisición de competencias digitales en el profesorado, asociadas a un conjunto de destrezas y capacidades que permitirán al docente la adecuada implementación y utilización de las TIC en el proceso de enseñanza aprendizaje (Romero-García et al, 2020). Uno de los estudios que permite potenciar dichas competencias es el modelo TPACK de Koehler y Mishra quienes consideran que los docentes deben mostrar competencias relacionadas con tres grandes aspectos: disciplinar, pedagógico y tecnológico (Mishra & Koehler, 2008).…”

Section: Competencias Digitales En El Profesoradounclassified

El desarrollo de competencias digitales en docentes universitarios frente al auge de la educación virtual

2021

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En la actualidad, el avance progresivo de la tecnología ha generado que se emplee diversas herramientas digitales en la formación universitaria. Ello implica un cambio en la manera de cómo los docentes impartían las clases, ya que ahora deben aplicar recursos virtuales que propicien un aprendizaje interactivo en su práctica educativa. Para ello, es esencial la adquisición de competencias digitales; debido a que involucran un conjunto de habilidades. En ese sentido, el objetivo del presente artículo es analizar, a partir de diversas fuentes actuales, la importancia de desarrollar competencias digitales en docentes del nivel superior, así como ciertos aspectos que se deben tomar en cuenta para su adecuada utilización. Para ello, se empleó la investigación de tipo documental cuyo método es de análisis-síntesis. Asimismo, se realizó una revisión general del quehacer educativo en contexto actual, considerando la presencia de una nueva pandemia por la covid-19 y cómo ello ha puesto en evidencia ciertas debilidades en el manejo de la tecnología por parte de algunos docentes. De la misma manera, se hizo una síntesis sobre el uso de las tecnologías en la formación universitaria; observándose su innegable relevancia a través de plataformas que permiten alojar materiales, foros, clases grabadas y evaluaciones online. También, se analizó la imperiosa necesidad de la adquisición y posterior desarrollo de competencias digitales en los docentes del nivel superior, y se concluyó que este se logrará partiendo de un proceso que implica el conocimiento de herramientas tecnológicas hasta su correcta aplicación. Es importante considerar que no solo se trata de aspectos técnicos, sino de un conjunto de habilidades pedagógicas que incluyen la formación emocional, ética y cultural en medio de una sociedad eminentemente tecnológica.

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“…Along the same lines, the Council of the European Union has defined the 'European Digital Competence Framework' (DigComp) as a tool for the improvement of the digital competence of citizens [16]. The importance of these proposals lies in the link between the acquisition of certain skills and the proper use of ICT [17,18], with the aim of taking advantage of the possibilities is presents.…”

Section: Introductionmentioning

confidence: 99%

Problematic Smartphone Use in Spanish and Italian University Students

2020

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Sustainable education requires the proper usage of technological devices. Among these is the smartphone, which is used by millions of young people around the world in today’s society. The objective of this study was to understand the smartphone usage profile of Spanish and Italian university students. It also aimed to identify possible problematic uses, and the differences in smartphone use (or abuse) between the participating subjects. The study was descriptive and comparative, with the intentional sampling of N = 1412 subjects studying at the education faculties of the University of Alicante (UA) and the Suor Orsola Benincasa University (UNISOB). A previously-validated questionnaire with 27 items was employed during the 2019–20 academic year. The data was analysed using the SPSS 25 programme. Descriptive and inferential analyses were carried out. The results obtained after the analysis of the data indicated that, of the four possible user types—occasional, habitual, at risk, and problematic—more than half of the sample identified themselves as habitual users. It can be concluded that there are significant differences between the universities: the UA students exhibited more problematic use than the UNISOB students. It is therefore necessary to prepare training programmes that are designed to avert problematic behaviours related to smartphone use.

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Improving Future Teachers’ Digital Competence Using Active Methodologies

Cited by 42 publications

References 43 publications

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

El desarrollo de competencias digitales en docentes universitarios frente al auge de la educación virtual

Problematic Smartphone Use in Spanish and Italian University Students

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