La competencia digital en la base de Scopus: un estudio de metaanálisis

Rodríguez-­García, Antonio-­Manuel; Heredia, Nazaret Martínez

doi:10.21703/rexe.especial3_201815241

Cited by 9 publications

(6 citation statements)

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“…La formación tecnológica docente es un asunto de gran relevancia de constante interés que ha tenido un crecimiento importante (Rodríguez-García & Martínez, 2018;Rodríguez-García et al, 2019). Se ha encontrado que los mentores están en un nivel básico, usan sus competencias digitales para actividades propias, pero no trasciende a su enseñanza pues emplean las tecnologías digitales como medios de información o comunicación, pero en el aprendizaje tienen un nivel bajo de uso o le dan un uso más social que profesional (Escorcia-Oyola & Jaimes, 2015;Fernández-Espínola et al, 2018).…”

Section: Introductionunclassified

Formación Tecnológica y Competencias Digitales Docentes

Centeno-Caamal

2021

RTED

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La contingencia sanitaria que ha llevado a todo el mundo al confinamiento voluntario en los hogares. Por lo tanto, el desarrollo de las habilidades digitales es un asunto primordial en el ámbito educativo, sobre todo por la situación que se vive actualmente a causa de la pandemia. Por ello, resulta significativo establecer la relación que existe entre la formación tecnológica recibida y las competencias digitales docentes de los maestros de educación básica. En el diagnóstico de un estudio exploratorio cuali-cuantitativo en proceso se valoró la percepción que los maestros de educación básica del Sistema Educativo Adventista de Campeche tienen de su formación tecnológica y sus competencias digitales docentes, donde 68 profesores respondieron un cuestionario online de 10 ítems. Los resultados mostraron que la mayoría de los participantes adquirió sus conocimientos tecnológicos por propia iniciativa y opina estar preparada para usar tecnología en su trabajo docente cotidiano. Sin embargo, solo 58.8% indicó emplearlo en instrucción y 47.1%, en colaboración. Por otra parte, en 4 dimensiones de la competencia digital docente se perciben en un nivel intermedio alto, sólo en “Creación de contenidos digitales” se obtuvo una percepción de nivel intermedio bajo. Los hallazgos indican que hay discrepancias entre la formación tecnológica recibida y la competencia digital docente que se emplea en la práctica instruccional. Se concluye la urgencia de alinear la formación de los profesores, diseñando un modelo sistemático permanente para atender sus requerimientos particulares a fin de mejorar su práctica pedagógica.

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Section: Introductionunclassified

Formación Tecnológica y Competencias Digitales Docentes

Centeno-Caamal

2021

RTED

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“…Likewise, education 4.0 produced a new way of solving problems and new methods of thinking [6], this paradigm shift allows the creation of collaborative networks, in which teachers assume the role of learning facilitators [5], which implies on the part of teachers a great commitment so that they also develop certain competencies, this is important because they are responsible for the training of future generations [10], therefore, the teacher of education 4.0 has to be a facilitator, possess soft skills, have a human sense and must manage the new technology [11].…”

Section: Education 40mentioning

confidence: 99%

Diagnostic Instrument of the Level of Competencies in Cloud Computing for Teachers in Education 4.0

Tenorio-Sepúlveda

Ortiz²,

Nova³

et al. 2021

IFIP Advances in Information and Communication Technology

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Universities face a paradigmatic educational challenge, driven by Industry 4.0 technologies such as Cloud Computing, producing the need to develop new teaching competencies. The question arises: How can we diagnose the level of Cloud Computing competencies that teachers have in the context of Education 4.0? To address this question, the objective was to design a valid and reliable instrument to measure these competencies. A literature review and expert collaboration were carried out. For validation, it was submitted to expert judgment and Kendall's W concordance coefficient was calculated; for reliability, a pilot test was carried out with teachers of the Computer Systems Engineering career and the KR20 (Kuder-Richardson) was used. The result was an instrument with 23 items capable of measuring seven competencies identified by the collaborative network Industry 4.0 Node. This instrument contributes as a guideline for educational institutions, bridging the gap between technological progress and formal education.

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“…Over the last few decades, the concept digital competence has been used more frequently and are increasingly discussed (Spante, Soflova, Lundin and Algers, 2018). In addition, the scientific production about digital competence is a relevant topic at international level due to the growing interest of researchers in this area of study (Rodríguez and Martínez, 2018).…”

Section: Introductionmentioning

confidence: 99%

Importance of Digital Competences and Attitudes Toward Research in Mexican Teachers

Herrera¹,

Pech²

2021

Education and New Developments 2021

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The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards research. All questions use a Likert scale with 5 answer options. Cronbach's Alpha was used to determine the reliability of the instrument. It was found that the questions related to the importance of digital competence an alpha equal to 0.912 and for the questions of attitudes towards research an alpha equal to 0.854. It was found that teachers considered important the five digital competences dimensions. It also was found that they considered that creativity and innovation as the most important dimension and the use and access of information as the less important. The participant teachers’ attitudes towards research were more neutral. It was found that the cognitive dimension was the one with the highest score, while the behavioral dimension the one with the lowest score. It is concluded that training needs are detected to improve their digital skills and their attitude towards research, the need for further research on the effect is perceived that could have for the development of research groups in this institution.

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La competencia digital en la base de Scopus: un estudio de metaanálisis

Cited by 9 publications

References 0 publications

Formación Tecnológica y Competencias Digitales Docentes

Formación Tecnológica y Competencias Digitales Docentes

Diagnostic Instrument of the Level of Competencies in Cloud Computing for Teachers in Education 4.0

Importance of Digital Competences and Attitudes Toward Research in Mexican Teachers

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