Publication: Competencia digital e inclusión educativa. Visiones de
profesorado, alumnado y familias
Authors
Castro Rodríguez, María Montserrat ; Marín Suelves, Diana ; Sáiz Fernández, Héctor
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/red/61/06
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info:eu-repo/semantics/article
Description
Abstract
La formación de la ciudadanía en competencia digital interesa a administraciones
nacionales y supranacionales. En los últimos años se han invertido ingentes
cantidades económicas en la dotación de infraestructura y en I+D+I para el desarrollo
tecnológico en distintos sectores de la sociedad. La integración de dispositivos
digitales en la sociedad ha impacto en las políticas educativas de muchos países,
llevándolos a considerar la competencia digital como aspecto clave en la enseñanza
obligatoria y esencial para la inclusión social. En este artículo, se presentan los
resultados de una investigación realizada en cuatro centros de Educación Primaria
de Valencia y Galicia, reconocidos por su trayectoria innovadora en el uso de las
TIC. El objetivo es identificar y analizar las visiones que la comunidad educativa de
cada escuela tiene sobre la competencia digital que está adquiriendo el alumnado
participante en prácticas educativas mediadas por TIC. Para la recogida de
información se empleó metodología cualitativa, específicamente entrevistas a
profesorado, familias y alumnado. Los resultados reflejan modelos diferentes de
trabajo y conceptualización de la competencia digital. Todos ellos reconocen su
relevancia para la inclusión en la sociedad del futuro y desmitifican su rol
hegemónico en el aprendizaje escolar.
The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.
The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.
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