(Desenvolvimento da competência digital de professores: resultados de um piloto em Portugal)
Autores/as:
Lucas, Margarida and Dorotea, Nuno and Piedade, João
Resumo:
This article analyzes the contribution of three continuous professional development sessions for the improvement of teachers' digital competence. The contribution was measured using a pre- and post-test. It uses the European Framework for the Digital Competence of Educators (DigCompEdu) as a guiding document and the DigCompEdu Check-In questionnaire as a self-assessment tool. The results show that the contribution was positive, with proficiency levels improving in all competences and competence areas explored during the sessions. Implications are discussed.
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(Resignificación funcional e innovación tecnológica como Competencia Digital Docente)
Autores/as:
Bautista García-Vera, Antonio
Resumo:
The documentary screening carried out in this study supports arguments about the relationship between institutional conditioning in the implementation of digital media in educational practice and the digital competence required by teachers to undertake it. Also, this review justifies the innovative double response of teachers aimed at avoiding determinism in two educational settings differentiated by the presence or lack of digital hybrids. One of them is based on reassigning the secondary functions, and incorporating them into the primary, or essential, functions that have used the tools of a technological family since their origin. The second one entails the resignificance, or change of primary function between the two that support digital hybrids, as applied to production or reproduction of discourses.
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(La percepción de dominio de la Competencia Digital Docente por los futuros Maestros de Infantil y Primaria. La influencia del grado universitario y la vía de acceso)
Autores/as:
Mercader, Cristina and Gairín, Joaquín
Resumo:
Currently, teachers' digital competence is essential for teachers. This research is a case study using a quantitative methodology about the self-perception of students in pre-primary education and primary education degrees regarding their teachers' digital competence. The results show the greatest mastery in the relational, ethical and security dimension and in the personal and professional dimension. On the contrary, the students show a lower perception of competence in the didactic and organisational dimensions. Moreover, degree and entrance path are identified as factors influencing their perception of mastery, whilst gender is ruled out as a decisive element.
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(Uso de una Red Social Simulada como Herramienta Educativa para Mejorar la Competencia Digital Docente)
Autores/as:
Gordillo, Aldo and Barra, Enrique and Garaizar, Pablo and López-Pernas, Sonsoles
Resumo:
There is a worrying gap between the digital competence that teachers must have to effectively develop their students' digital competence and the one they actually have, especially in the area related to the safe and responsible use of technology. Further investigation is needed on the use of training activities, methods and tools aimed at enhancing this competence. This article examines, in the context of an online course in MOOC format, the usefulness of Social Lab, a simulated social network, as an educational tool to improve the digital competence of teachers in the area of safe and responsible use of technology.
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(Competencia digital en el aprendizaje de la argumentación académica escrita)
Autores/as:
Arroyo, Rosario and Fernández-Lancho, Eric and Martínez, Estefanía
Resumo:
This study aims to evaluate the learning of writing competencies in a digital environment, also called “Escritura Argumentativa” (EA) (Argumentative Writing). For this purpose, a quasi-experimental design is deployed with an experimental group and a control group of 50 undergraduate students each. In this design, two repeated measurements, pre-test and post-test, are applied to three dependent variables: a) metacognition in writing, b) self-efficacy in argumentative writing, and c) structure of the argumentative text. Thus, it consists of a mixed design as validated questionnaires are selected for variables a and b, whereas variable c is described through the application of content analysis. The results indicate that the competencies developed in the use of digital resources, applications and tools, once integrated in the EA environment, significantly improve the writing competencies, which are taught when students use their native language (Spanish).
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Autores/as:
Rodríguez-Groba, Ana and Martínez-Piñeiro, Esther and González-Villa, Ángela
Resumo:
This article aims to analyze and understand the ICT-based communication of Galician pre-teens; their knowledge and attitudes in the area of communication and collaboration in the framework of digital competence (DC), especially in relation to interaction, netiquette and digital identity. For this, a mixed methodology is used - a multiple case study and a DC evaluation - taking the DigComp model as reference. The results show that there are competence gaps, difficulty in terms of transferring learnings between contexts, gender-based differences in habits and capacities and an important role played by families in the whole process.
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