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The educational field is considered as a space for training not only future professionals, but also citizens, so that skills such as critical thinking and the transmission of values have to be present in the curriculum design of any university program syllabus. The main aim of this paper is to describe the design of a course and the implementation of different methodologies, specially Experiential Learning, as a means to achieve the integral training of students in the Degree in Primary Education. Diversification of methodologies in the class was carried out on the basis of the results of teachers' observations and meetings, and it was planned bearing in mind the development of the required competences and values.The main results obtained show a deeper understanding of the concept of equality, both in terms of gender and ethnicity. Likewise, the activity described in this study encouraged creativity among students, as was verified by the external collaborator. In both cases, the feedback received was positive. As recommendations, future studies require the participation of students of different grades and postgraduates to identify new collaborative activities for students.

During the last years, Information and Communication Technologies have been included in the educational field, not only as support tools for teachers, but also as an essential part of the training and of the very learning environment. For this reason, the digital competence is considered one of the main competences in the teachers’ professional profile. However, there is a digital divide between the new Pre-School and Primary students, digital natives, and their teachers. Our study aims at knowing the self-perception on the digital competence and the daily habits of use of technology either in professionals of several fields and in students of the Degrees in Pre-School and Primary Education, most of them with working experience, comparing both items with the observation of their performance in blended learning subjects, with a significant online workload for the students. The aim of this communication is to present the initial results of the survey and the comparative analysis, which shows a gap between the self-perception and the usage habits, in order to suggest measures to be implemented in Higher Education.RESUMENA lo largo de los últimos años, las Tecnologías de la Información y la Comunicación se han ido incorporando al ámbito educativo, no solo como herramientas de ayuda al profesorado, sino también como parte integrante de la formación y el propio entorno de aprendizaje. Por este motivo, la competencia digital es una de las principales competencias del perfil profesional de un docente. Sin embargo, existe una brecha digital entre los nuevos alumnos de Infantil y Primaria, nativos digitales, y sus profesores. Nuestro estudio pretende, a través de la realización de encuestas a profesionales de diversos ámbitos y a estudiantes de los Grados en Educación Infantil y Primaria, ya diplomados en Magisterio y con experiencia docente en muchos casos, conocer su autopercepción de la competencia digital y sus hábitos básicos de uso de la tecnología, comparando ambas cuestiones con el desempeño en asignaturas semipresenciales, con una importante carga de trabajo en línea para los estudiantes. El objetivo de esta comunicación es presentar los resultados iniciales de la encuesta y del análisis comparativo, que indica un desfase entre la autopercepción y los hábitos de uso, para proponer medidas que puedan tomarse desde las aulas universitarias. Contacto principal: miriam.jimenez@uem.es

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