Publication: Formación en competencias digitales: un diagnóstico que da voz a los estudiantes de psicopedagogía
Authors
Camacho Navarro, Araceli ; Salinas García, Rolando Javier
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/riite.418331
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info:eu-repo/semantics/article
Description
Abstract
La práctica docente en la sociedad del conocimiento requiere de competencias digitales, esto permite que los docentes se desenvuelvan en escenarios en los que se necesita el uso reflexivo de la tecnología educativa. Es por ello que las Instituciones con énfasis en formación de especialistas en educación necesitan desarrollar las competencias digitales en sus estudiantes partiendo de un diagnóstico. El objetivo de la investigación es identificar los factores que impactan en los estudiantes al hacer uso de la tecnología por medio de las narrativas digitales, para determinar las acciones para su incorporación en el periodo formativo tratando de que sea contextualizada al alumno. Para este estudio se aplicó un cuestionario a 175 alumnos que estudian psicopedagogía en una Universidad Pública de México, complementando los resultados con el análisis de 10 narrativas autobiográficas con el instrumento denominado T-autoetnografía, que muestra la importancia que tiene la tecnología a largo de su vida haciendo una conexión con el periodo de formación; estos resultados permiten identificar las dimensiones en tecnología educativa que más impactan para lograr su incorporación y hacer uso de ella en su futura práctica profesional dando voz al estudiante y construyendo significados sobre tecnología
Teaching practices in the knowledge society require digital competences, this allows teachers to develop scenarios in which the reflexive use of educative technology is needed. That´s why the Institutions with emphasis on the training of education specialists need to develop the digital skills of their students beginning from a diagnosis. The objective of this investigation is identifying the factors that impact students when making use of technology by digital narratives and thus determine the actions for their incorporation in this training period, trying to be contextualized to the student. For this study, a questionnaire was applied to 175 students and was supplemented with 10 T-autoethnographies from a Mexican public university, these autobiographical narratives show the importance that technology has had during their lives, making a connection with the formative period. These results allow the identification of the dimensions in educative technology that are more impacting for a student in order to achieve their incorporation and use in their future professional practice giving the student a voice and building meanings about technology
Teaching practices in the knowledge society require digital competences, this allows teachers to develop scenarios in which the reflexive use of educative technology is needed. That´s why the Institutions with emphasis on the training of education specialists need to develop the digital skills of their students beginning from a diagnosis. The objective of this investigation is identifying the factors that impact students when making use of technology by digital narratives and thus determine the actions for their incorporation in this training period, trying to be contextualized to the student. For this study, a questionnaire was applied to 175 students and was supplemented with 10 T-autoethnographies from a Mexican public university, these autobiographical narratives show the importance that technology has had during their lives, making a connection with the formative period. These results allow the identification of the dimensions in educative technology that are more impacting for a student in order to achieve their incorporation and use in their future professional practice giving the student a voice and building meanings about technology
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