Publication: Los docentes de la etapa de educación infantil ante el reto de las TIC y la creación de contenidos para el aula
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Date
2019
Authors
Rodríguez Jiménez, Carmen ; Ramos Navas-Parejo, Magdalena ; Fernández Campoy, Juan Miguel
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v33i1.72047
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info:eu-repo/semantics/article
Description
Abstract
Las nuevas tecnologías son un elemento que en la actualidad
está presente dentro de las aulas y, que los discentes deben
utilizar y dominar. Por tanto, es necesario poner el foco de
atención en el nivel de competencia digital que los docentes
poseen, puesto que son en primera instancia los que enseñan
a estos alumnos a través de estos nuevos elementos. En este
artículo el objetivo es investigar las percepciones que, sobre
competencia digital y más concretamente sobre la creación
de contenidos a través de las Tecnologías de la Información y
Comunicación (TIC), poseen los docentes de la etapa de
Educación Infantil. En nuestro estudio analizamos la tercera
área de la competencia digital y todas las subáreas que la
vertebran. Se ha empleado una metodología cuantitativa
basada en la técnica de encuesta y se ha trabajado con una
muestra de 57 docentes de esta etapa educativa. Los
resultados muestran que los docentes se ven capaces de
realizar ciertas adaptaciones de contenidos que encuentran
en línea y de crear otros más adaptados a sus necesidades de
una manera básica; sin embargo, a la hora de generar
contenido propio de niveles más altos de dificultad, ellos
mismos son conscientes de su déficit formativo e informativo
New technologies are an element that is currently present in classrooms and that learners must use and master. Therefore, it is necessary to focus attention on the level of digital competence that teachers have, since they are first and foremost those who teach these students through these new elements. In this article, the objective is to investigate the perceptions that teachers of the Infant Education stage have about digital competence and, more specifically, about the creation of contents through Information and Communication Technologies (ICT). In our study we analyse the third area of digital competence and all the subareas that form the backbone of it. A quantitative methodology based on the survey technique was used and a sample of 57 teachers from this educational stage was used. The results show that teachers are capable of making certain adaptations of content they find online and of creating others more adapted to their needs in a basic way; however, when it comes to generating their own content at higher levels of difficulty, they themselves are aware of their lack of training and information.
New technologies are an element that is currently present in classrooms and that learners must use and master. Therefore, it is necessary to focus attention on the level of digital competence that teachers have, since they are first and foremost those who teach these students through these new elements. In this article, the objective is to investigate the perceptions that teachers of the Infant Education stage have about digital competence and, more specifically, about the creation of contents through Information and Communication Technologies (ICT). In our study we analyse the third area of digital competence and all the subareas that form the backbone of it. A quantitative methodology based on the survey technique was used and a sample of 57 teachers from this educational stage was used. The results show that teachers are capable of making certain adaptations of content they find online and of creating others more adapted to their needs in a basic way; however, when it comes to generating their own content at higher levels of difficulty, they themselves are aware of their lack of training and information.
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Citation
Revista interuniversitaria de formación del profesorado, V. 33, N. 94 (1), 2019
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