Publication: Competencia digital docente y usabilidad de las TIC en centros educativos de alta complejidad. Prácticas y oportunidades para una transformación educativa inclusiva
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Date
2025
Authors
Leiva Olivencia, Juan José ; Alcalá del Olmo Fernández, María José ; González Sodis, José Luis ; Santos Villalba, María Jesús
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.639651
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info:eu-repo/semantics/article
Description
Abstract
En los últimos tiempos, las Tecnologías de la Información y Comunicación (TIC) se configuran como una herramienta indispensable en los procesos pedagógicos. Los recursos digitales se han convertido en el vértice de todo el entramado educativo, lo que ha permitido vislumbrar la existencia de una brecha digital en los diversos agentes de la comunidad educativa. El objetivo de este estudio fue analizar la perspectiva del profesorado sobre los recursos y competencias digitales en escenarios educativos vulnerables. Esta investigación forma parte del Proyecto Incluedux financiado por el Ministerio de Ciencia e Innovación (España). La metodología es de corte cualitativo basada en la realización de grupos focales. Los principales resultados revelan diferencias en laformación en el uso de las TIC, en la colaboración e implicación del alumnado y de las familias en los procesos formativos, así como la necesidad de incrementar los medios tecnoló
In recent times, Information and Communication Technologies (ICT) have become an indispensable tool in educational processes. Digital resources have become the vertex of the entire educational framework, which has allowed us to glimpse the existence of a digital divide in the various agents of the educational community. The aim of this study was to analyse the teachers' perspective on digital resources and competences in vulnerable educational scenarios. This research is part of the Incluedux Project fundedby the Ministry of Science and Innovation (Spain). The methodology is qualitative based on focus groups. The main results reveal differences in training in the use of ICT, in the collaboration and involvement of students and families in the educational processes, as well as the need to increase the technological means to ensure effective educational continuity. It concludes by underlining the relevance of the acquisition of digital competences to achieve equitable and quality education in order to take advantage of opportunities to build a resilient and inclusive educational transformation
In recent times, Information and Communication Technologies (ICT) have become an indispensable tool in educational processes. Digital resources have become the vertex of the entire educational framework, which has allowed us to glimpse the existence of a digital divide in the various agents of the educational community. The aim of this study was to analyse the teachers' perspective on digital resources and competences in vulnerable educational scenarios. This research is part of the Incluedux Project fundedby the Ministry of Science and Innovation (Spain). The methodology is qualitative based on focus groups. The main results reveal differences in training in the use of ICT, in the collaboration and involvement of students and families in the educational processes, as well as the need to increase the technological means to ensure effective educational continuity. It concludes by underlining the relevance of the acquisition of digital competences to achieve equitable and quality education in order to take advantage of opportunities to build a resilient and inclusive educational transformation
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