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Gutiérrez Porlán, Isabel

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Gutiérrez Porlán, Isabel
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Universidad de Murcia. Departamento de Didáctica y Organización Escolar
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    Data-driven decision making as a model to improve in primary education
    (Asian Online Journal Publishing Group, 2023-01-02) Athanatou, Maria; Prendes Espinosa, María Paz; Gutiérrez Porlán, Isabel; Didáctica y Organización Escolar; Facultad de Educación
    The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers’ self-perception of ICT use in lessons, teachers’ digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end.
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    Dimensiones e instrumentos para medir la competencia digital en estudiantes universitarios: una revisión sistemática
    (Edutec, 2022-09-30) Nóbile, Cecilia Inés; Gutiérrez Porlán, Isabel; Didáctica y Organización Escolar; Facultad de Educación
    The importance of developing digital skills is evident given the increasingly rapid advancement of technology in all areas of our lives. There are numerous studies that address the issue of digital competences, from their analysis and diagnosis to tools to develop them. However, there is no single concept or consensus in the way to evaluate them since there are as many evaluation instruments as there are models and definitions of the term itself. This paper aims to analyze instruments to measure the digital competence of university students used in recent years through a systematic review of the specialized scientific literature through the Scopus and Web of Science databases. After the search and selection process, 21 articles were chosen and analyzed and also applied the CASP checklist. It was concluded that, while the instruments have many points in common, their differences respond to different research objectives that are important to consider. As a final comment, it is expressed that, if an analysis of any aspect of the digital competences of university students is to be carried out, before designing an own instrument it is convenient to study the existing ones and evaluate if it corresponds to what is sought by the research.
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