RESUMENLa investigación en Tecnología Educativa ha venido desarrollando en los últimos años los conceptos de competencia digital del estudiante y competencia digital docente. El primero tiene que ver con las capacidades necesarias para aprender en la Sociedad de la Información; el segundo, con la necesidad de ser competente en el uso de la tecnología educativa como docente. En relación con ambos conceptos, la investigación aplicada ha avanzado considerablemente en nuestro contexto. Detallamos los principales hitos hasta la fecha: conceptualizaciones, diseño de instrumentos de diagnóstico, desarrollo de rúbricas de evaluación y exploración de posibilidades 3D para el desarrollo de las competencias. Y, por último, se abordan las principales líneas de investigación que deben desarrollarse en el futuro de forma preferente. PALABRAS CLAVECompetencia digital; Maestros en formación; Formación de maestros. ABSTRACTIn recent years The research in Educational Technology has been developing the concepts of students' and teachers' digital competence. The concept of digital competence has to do with the skills every person needs to learn in the Information Society; the second one is related to the needs of being proficient in the use of educational technology as a teacher. For both concepts, applied research has made significant progress in our context. We detail the major milestones so far: several conceptualizations, the design of diagnostic instruments, the development of rubrics for assessing these competences and the exploration of the possibilities of 3D technologies for the development of digital skills. And finally, we show the main lines of research to be preferentially developed in the future.

The digital teaching competence is an emerging issue in scientific literature. However, despite existence of different frameworks that define it, most of them are focused on the pre-university level. This article presents the results of a systematic review of the literature on the digital teaching competence of university teachers, in the Web of Science and Scopus scientific databases. According to the results, university teachers must be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue to develop professionally. Regarding their level of digital teaching competence, most university teachers seem to have adequate technical digital competence. Nevertheless, the results regarding the pedagogical use of technologies are different, with lower levels being found in the use of technologies for their own teaching development.

No abstract

Digital competence is a pressing need for students in the 21st century. The present study is a systematic review of the literature on university students’ digital abilities. The methodology consisted of selecting documents (n=126) from three different databases (Scopus, Web of Science and ERIC) via peer review. The documents were selected for inclusion following predefined criteria and then analysed using a qualitative analysis software (ATLAS.ti). Digital competence is made up of several elements (information skills, content creation, communication, ethical skills, problem solving, technical skills/use and strategic skills). We identified that the most frequently-used terms in the literature are digital literacy and digital competence. However, the terminology used varies among authors. We also found that most authors do not believe that young people actually have the digital abilities that they are assumed to have. In other words, students do not have a high level of digital competence. Educational institutions therefore need to help them to develop this competence, which is so necessary in the context of 21st century education.

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.