Relación Entre Las Preferencias De Formación Del Profesorado Y Su Competencia Digital en Las Redes Sociales

Pérez, Rafael García; Catalán, Ángeles Rebollo; Pérez, Curro García

doi:10.13042/bordon.2016.68209

Cited by 17 publications

(14 citation statements)

References 8 publications

(13 reference statements)

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“…The dependency relationships between the variables analyzed in this research confirm, in line with Pozos and Tejada [46], and García, Rebollo, and García [49], the absence of an adequate mastery of digital skills, linked to the teaching role, in university professors. These results coincide with those obtained in the study by Colás-Bravo, Conde-Jiménez and Reyes-de-Cózar [50] in the context of secondary education, where it is concluded that "teachers through their educational practice develop the digital competence of their students at an intermediate level" (p. 31).…”

Section: Discussionsupporting

confidence: 85%

Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

Sánchez

Trigueros

Trestini

et al. 2020

MTI

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The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

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Section: Discussionsupporting

confidence: 85%

Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

Sánchez

Trigueros

Trestini

et al. 2020

MTI

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“…This seems to suggest that the older the teacher, the less use is made of this tool in education. This is in line with the research of García Pérez, Rebollo Catalán, and García Pérez (2016), which, although they indicate an absence of difference in digital competence linked to the use of social networks when they look at it from the gender perspective, they do present this difference from the age factor. They conclude that the youngest teachers are those who reach the highest level of digital competence and handling of these tools in pedagogical practice.…”

Section: Discussionsupporting

confidence: 89%

What are the factors that influence the use of social networks as a means to serve pedagogy?

et al. 2020

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Social networks are a key element in young people's and teenagers' leisure time. But their influence goes beyond the field of entertainment further reaching educational and training environments. These tools can support and improve student learning, but it is clear that they can also be an inconvenience or a potential danger for the youth. The purpose of this research is to describe the profiles of teachers who use social networks as resources for their teaching, both inside and outside the classroom. It also seeks to know the characteristics that influence their incorporation as learning elements. For this reason, a secondary exploitation of the PISA 2018 database is carried out. It contains the data of 21,621 teachers of the secondary education level from the 19 regions of Spain. Multilevel analysis is used as a method of data analysis. The results point out differences in use according to the Autonomous Communities, showing the importance of the age of the teacher and the number of years of experience, both for their use in the classroom and to cover their training needs. Quality teaching requires a commitment to technological resources; therefore, decisive to know these elements in order to design teachers and educational institutions.

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“…La aparición de las tecnologías de la web 2.0 y, en especial las redes sociales, ha cambiado las ecologías del aprendizaje (Castañeda & Adell, 2013;Díez-Gutiérrez & Díaz-Nafría, 2018), propiciando la emergencia de nuevas pedagogías. Investigaciones recientes (Cortina-Pérez, Gallardo-Vigil, Jiménez Jiménez, & Trujillo-Torres, 2014;García-Pérez, Rebollo-Catalán, & García-Pérez, 2016;Pérez-Escoda & Rodríguez-Conde, 2016) constatan que el profesorado, aun cuando dispone de conocimientos y recursos digitales, no los utiliza en su práctica docente. Paralelamente, algunos informes internacionales (Comisión Europea, 2015;Ferrari, 2013;OCDE, 2014) advierten de la importancia de la formación del profesorado en competencias digitales teniendo en cuenta la propuesta que plantea la Agenda Digital Europea en relación a la mejora del currículum escolar.…”

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Explorando factores predictores de la competencia digital en las redes sociales virtuales

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Pérez²,

Catalán³

2019

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Relación Entre Las Preferencias De Formación Del Profesorado Y Su Competencia Digital en Las Redes Sociales

Cited by 17 publications

References 8 publications

Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students

What are the factors that influence the use of social networks as a means to serve pedagogy?

Explorando factores predictores de la competencia digital en las redes sociales virtuales

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