Da competência digital e audiovisual à competência midiática: dimensões e indicadores

Pérez, Ma Amor; Delgado, Águeda

doi:10.34019/1981-4070.2017.v11.21416

Cited by 11 publications

(9 citation statements)

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“…In addition, teachers believed that they exhibit a positive attitude towards using technology that supports collaboration, learning, and productivity, which empowers students to cope with challenges in online or blended learning as mentioned by Hasan and Bao (2020). This is also aligned with previous studies that mentioned the impact of using digital technologies to work, study, collaborate, communicate, evaluate critically, and commit to the digital culture (Ilomaki et al, 2016; Pérez & Delgado, 2012). They also believed that they demonstrated personal responsibility for lifelong learning and exhibited leadership for digital citizenship.…”

Section: Discussionsupporting

confidence: 88%

“…The teachers also collected and analysed data from students to inform the teaching and learning processes. This is proof of developing this competence, as Pérez and Delgado (2012) emphasized that digital competencies underpin the essential skills that include using computers to retrieve, assess, store, produce, present information, communicate, and collaborate via the Internet. Teachers used multiple processes and diverse perspectives to meet the learners' needs where they were provided with realistic experiences for integrating digital technologies into the teaching and learning process that help meet the diverse needs of students (Hsu & Lin, 2020; Romero‐García et al, 2020).…”

Section: Discussionmentioning

confidence: 91%

“…Digital competence is defined as using digital technologies to work technically, study, communicate, collaborate, and critically evaluate and commit to the digital culture (Ilomaki et al, 2016). Digital competencies underpin the essential skills that include using computers to retrieve, assess, store, produce, present information, communicate, and collaborate via the internet (Pérez & Delgado, 2012). In an educational context, digital competency is related to transferring information and creating innovative ideas (Ordóñez‐Olmedo et al, 2021).…”

Section: Literaturementioning

confidence: 99%

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The impact of a professional upskilling training programme on developing teachers' digital competence

ElSayary

2023

Computer Assisted Learning

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Background: The emergence of remote teaching during the Coronavirus pandemic caused several gaps due to teachers being unprepared to teach online.Teachers did not achieve many digital competencies, resulting in an inability to facilitate the students' learning by using technology creatively to overcome challenges.Accordingly, developing teachers' digital competencies to facilitate the teaching and learning process will: positively impact students' innovative use of digital technology in completing their tasks; consequently, develop their digital competencies; prepare them for jobs that do not yet exist; and support them for unexpected challenges they might face.Objectives: This study investigates the impact of the upskilling training programme on developing teachers' digital competence, where the aim is to investigate if the teachers' digital competence has improved from the expected intermediate level stated by the World Bank Report in 2021, where strategies for the Digital Skills Action Plan were mentioned. For instance, strategy 2 "Reform of Digital Skills programmes" stated that students must acquire at least intermediate level of general digital skills. Strategy 3 "Enhance use of technologies in teaching and learning" aims to advance teachers' digital competencies to be above the intermediate level.Accordingly, the above average level was used in the hypothesis as a benchmark of the teachers' levels after attending the upskilling training programme. The upskilling training programme of this study is a 10-week training session using blended learning approach with instructor leading. The training's long-term goals aim to construct a higher level of competency in a set of skills, attitudes as well as knowledge, which include digital citizenship; communication and collaboration; critical thinking, problem-solving, and decision-making; creativity and innovation; using technology as a tool.Methods: A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers' focus group discussions using the Zoom conference meetings platform. The participants are K-12 teachers from a group of national charity schools in the United Arab Emirates (UAE). Results and Conclusions:The study results revealed that the upskilling training programme efficiently developed teachers' digital competence where they construct

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 91%

Section: Literaturementioning

confidence: 99%

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The impact of a professional upskilling training programme on developing teachers' digital competence

ElSayary

2023

Computer Assisted Learning

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“…Uno de los desafíos de la enseñanza y el aprendizaje de L2/LE (y por ende de AICLE) es la necesidad de, por una parte, implementar nuevos enfoques y recursos digitales aumentando el uso de tecnología en el aula y, por otra, mejorar las habilidades digitales del profesorado de L2/LE (Palacios y Espejo, 2019;Tafazoli, Gómez, y Huertas, 2018). En este sentido, es requisito Estudios Franco-Alemanes 10 (2018), 141-161 indispensable para los docentes del siglo XXI tomar conciencia del importante rol de las tecnologías educativas y de la urgencia de desarrollar sus competencias digital y mediática (Huertas, 2017;Pérez-Rodríguez y Delgado, 2018).…”

Section: Retos De La Formación Inicial Del Docente Aicleunclassified

Formación inicial del docente AICLE en España: retos y claves

Palacios-Hidalgo¹,

Parra²,

Abril³

2023

EstFA

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Los esfuerzos de la administración educativa dirigidos a la formación permanente de los docentes AICLE en activo son incuestionables. Sin embargo, pese a las múltiples iniciativas desarrolladas a nivel nacional e internacional, en España, la formación inicial del profesorado que desarrollará su práctica educativa en centros de enseñanza bilingüe sigue siendo una materia pendiente en múltiples aspectos. Cada vez más universidades implantan itinerarios bilingües en sus grados, así como másteres encaminados al ejercicio de la labor educativa en centros donde los contenidos se imparten en una lengua extranjera. No obstante, parecen no existir desde el ministerio de educación directrices que insten a todos los centros de educación superior a ofrecer formación bilingüe. Este artículo pretende reflexionar sobre la formación inicial que los futuros docentes de educación bilingüe reciben en España. Para ello, se revisan tanto las características de esta formación como los requisitos que el profesorado egresado ha de tener para iniciar su labor educativa. De forma similar, se recogen algunos de los retos que los docentes han de afrontar, entre los que destacan sus carencias en relación a competencias comunicativa, metodológica y digital. El uso de las nuevas tecnologías para la mejora del dominio lingüístico y digital, así como el fomento de la reflexión sobre la praxis docente y el desarrollo de habilidades de trabajo en equipo grupo, liderazgo y colaboración son algunas de las claves que pueden contribuir a mejorar esta situación. The efforts aimed at improving permanent training of CLIL teachers made by educational bodies are unquestionable. However, in spite of the multiple initiatives developed from both national and international perspectives, in Spain, initial CLIL teacher training still remains an unresolved subject in multiple aspects. More and more universities are implementing bilingual itineraries in their degrees, as well as master’s degrees, all directed to providing in-training teachers with abilities to apply to their future praxis when teaching in schools where contents are taught in a foreign language; however, there are any guidelines from the ministry of education that urge all universities to offer bilingual training. This paper aims to reflect on initial CLIL teacher training developed in Spain. To do this, the features of such training, as well as the requirements for in-training teachers, are revised. Similarly, some of the challenges that teachers have to face are mentioned, paying special attention to scarcities in their communicative, methodological and digital competences. The use of new technologies for improving linguistic and digital proficiency, as well as the promotion of the teaching praxis reflection and teamwork, leadership and collaboration skills’ development are keys to enhance this situation.

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“…A elaboração das entrevistas, as discussões e resultados utilizaram como referência os três grandes indicadores de competência midiática sumarizados pela UNESCO (2016) em seu Marco de Avaliação Global da Alfabetização Midiática e Informacional: acesso, avaliação e criação. Estas três dimensões também são correlatas a diversos estudos de autores na área de educação midiática (PÉREZ; DELGADO, 2017;LIVINGSTONE, 2004;FERRÉS;MASANET, 2015;SPINELLI, 2021). Dessa forma, esta pesquisa de abordagem qualitativa pretende mostrar que a observação do consumo de notícias esportivas também pode ser uma área de estudo para a compreensão da formação do ecossistema da desordem informacional e fornecer caminhos para o combate à desinformação pela educação midiática.…”

Section: De Acordo Comunclassified

Competência midiática e consumo de notícias esportivas por jovens paulistas

Spinelli,

Carbone

2023

Lumina

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Este estudo investiga a competência midiática de jovens paulistas em relação ao consumo de notícias esportivas para contribuir com as práticas de educação midiática. Com base em uma fundamentação teórica sobre educação midiática e desinformação propõe-se verificar a competência midiática referente às áreas de acesso, avaliação e criação para indicar apontamentos que ajudem a entender os hábitos de consumo midiático dos jovens nascidos na era digital frente a um ambiente permeado pela desordem informacional. A partir de uma abordagem qualitativa, foram coletados dados por meio de 12 entrevistas individuais semiestruturadas com jovens torcedores de futebol para compreender como lidam com a desinformação gerada pelas sociabilidades em redes sociais e aplicativos de mensagem. Os principais resultados da pesquisa incluem o descrédito em notícias de transferências de jogadores, com a credibilidade dos veículos e jornalistas seriamente afetada por este tipo de informação; plena confiança em poucos veículos tradicionais da mídia, os quais detêm os direitos de transmissão dos jogos; e o uso voluntário e consciente dos memes no Whatsapp, recurso utilizado pelos jovens para compartilhar mensagens inverídicas com conteúdos de humor que foram compartilhadas por outros membros do grupo.

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Da competência digital e audiovisual à competência midiática: dimensões e indicadores

Cited by 11 publications

References 0 publications

The impact of a professional upskilling training programme on developing teachers' digital competence

The impact of a professional upskilling training programme on developing teachers' digital competence

Formación inicial del docente AICLE en España: retos y claves

Competência midiática e consumo de notícias esportivas por jovens paulistas

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