RESUMENCon este artículo se trata de conocer la percepción que tienen los ciudadanos sobre las competencias que consideran necesarias para la utilización de las herramientas digitales en el trabajo, comunicación y ocio. La investigación se ha abordado, en su conjunto, a partir de una perspectiva metodológica cuantitativa-cualitativa, aunque por su extensión el estudio aquí presentado recoge la parte cualitativa, desarrollada a través del análisis de contenido de una pregunta abierta del cuestionario, en el que participaron 1297 sujetos, y de la entrevista realizada a 37 personas.Como resultados principales destacar que para utilizar las herramientas digitales son necesarias competencias mediales de tipo genérico y de especialización virtual, en función del dispositivo o aplicación. Las competencias de carácter comunicativo, social y actitudinal son las más demandadas por los participantes y con menor preponderancia se refieren a la capacidad de iniciativa propia. ABSTRACTThis article deals with the perception that citizens have on the competences that they must develop for the use of digital tools in the work, communication

The present study analyses the use of Twitter in the course Social Media and Digital Learning, taught as part of a master's programme at Universidad Nacional de Educación a Distancia (Spain). The main purpose of the use of this resource was to develop a learning community. This was implemented through the micro design of activities. A mixed research study was undertaken with the aim of enhancing practice and sharing the findings with the scientific community. The initial phase of the study, involving virtual ethnography, utilised observation supported by a diary to detect problems and propose solutions. Implementation was followed by a statistical analysis of the main aspects explored in the previous phase. Thirty-nine people (20 male and 19 female) participated in the study, generating a total of 3026 tweets that were subjected to analysis. The findings indicate that students actively participate in training activities using Twitter but have problems integrating interaction mechanisms. Therefore, they need to be given guidance, insisting on retweets, as well as on improving horizontal interaction. There is a tendency to send tweets via browsers and HootSuite, which avoids viewing problems. Users tend to take full advantage of the maximum length allowed by this tool. They do not perceive the character number restriction as negative and believe it encourages reflection and analysis. Training activities on Twitter follow a classic pattern, concentrated around the days in which the activities are proposed. IntroductionAs a result of their constant technical, scientific and methodological evolution, information and communication technologies (ICTs) are in a process of continual expansion and emergence. With enormous speed, devices and applications become obsolete shortly after appearing or are replaced by others with greater potential and/ or interest for users. Today, however, Web 2.0 applications continue to be stimulating and useful to millions of people. Social media continue to attract the attention of countless users from different countries, ages, status, and so forth, and enjoy surging popularity. Nevertheless, we agree with Mayberry et al. (2012) that many of these applications are not being used properly in the educational field and that many

The aim of this study is to identify laptop use patterns among Spanish university students. The present work, resulting from the qualitative component, focuses on a study conducted among students using a questionnaire with semi-structured questions. A total of 433 students from two universities took part in the study. Their ages ranged between 18 and 48 (mean 22.2). The information thus obtained was subjected to content analysis, from which it can be inferred that mobility confers laptops a number of possibilities giving rise to the participants’ use patterns. These are derived from the benefits of laptop use, which is not, however, devoid of problems. The results and conclusions show that the participants regularly make ubiquitous use of laptops. Their practices may be classified into a number of categories according to the academic, personal or social context involved and are associated with the numerous stated benefits, together with certain obstacles.Key words: competences; information and communication technologies; portable computer; ubiquitous learning; university students.---SažetakCilj ovoga istraživanja bio je prepoznati uzorke u korištenju laptopa među studentima na fakultetima u Španjolskoj. Ovaj rad, koji je rezultat kvalitativne komponente, usmjeren je na istraživanje među studentima putem upitnika s polistrukturiranim pitanjima. U istraživanju su sudjelovala ukupno 433 studenta s dva sveučilišta. Njihova dob bila je između 18 i 48 godina (srednja vrijednost 22,2). Dobiveni podatci podvrgnuti su analizi sadržaja iz koje možemo zaključiti da mobilnost daje prijenosnim računalima niz mogućnosti koje utječu na uzorak njihova korištenja kod ispitanika. Uzorci su dobiveni iz tvrdnji o dobrobiti korištenja prijenosnog računala, ali isto tako i ograničenja. Rezultati i zaključci pokazuju da je korištenje prijenosnih računala kod ispitanika sveprisutno. Njihove navike mogu biti klasificirane u nekoliko kategorija s obzirom na akademski, osobni ili društveni kontekst, te su povezani s mnogim navedenim dobrobitima, kao i određenim ograničenjima. Ključne riječi: kompetencije; informacijske i komunikacijske tehnologije; prijenosno računalo; sveprisutno učenje; studenti na sveučilištu.