De la iniciación al manejo tolerado de tecnologías. La competencia digital de los estudiantes madrileños antes de la educación secundaria

Abstract

En el presente trabajo se analizan los resultados en competencia digital de los estudiantes de la comunidad de Madrid (España) de último curso de educación primaria (11 años) en centros que facilitan la inmersión en tecnología (OLPC). Los estudiantes participaron en la resolución de una prueba organizada al efecto, de ámbito nacional, dividida en cinco bloques, tantos como dimensiones del concepto de competencia digital manejado. Entre los resultados se observa un bajo dominio en prácticamente las cinco dimensiones, en concreto algunos aspectos de la búsqueda de información, creación de contenidos y resolución de problemas con los dispositivos. Estos resultados hacen plantearse las dificultades de estos estudiantes para enfrentarse al manejo tolerado de dispositivos tecnológicos en su vida cotidiana el próximo curso académico, cuando accedan a educación secundaria. This paper analyzes the results of the digital competence of students from Madrid (Spain) of the last course of primary school (about 11 years old) through immersion technology programs in education such the One Laptop per Child (OLPC) initiative. The students answered a national test organized for this purpose, divided into five sections that correspond to the dimensions of the conceptualization of digital competence. Among the results, there is a low level of mastery of digital competence in all five dimensions, especially a few aspects of information search, content creation and problem-solving through devices. These results raise the difficulties of these students to face the tolerated use of technological devices in their daily lives for the next educational stage in secondary school or high school.

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

“…Students' level of digital competence in this area qualifies as a pass (or foundation level) in knowledge and skill. These results are consistent with the findings of other studies that also assessed this competence area in Spanish basic-education students [14,16], but disagree with studies that claim that Peruvian secondary-education students achieved adequate results in the addressed digital competences (interacting through technologies, sharing information and content, collaborating through digital channels, netiquette, and managing digital identity) [17]. In the attitude dimension, assessments proved to be very positive, which is in line with the results of other studies [73][74][75].…”

“…The digital competences that it covers are: interacting through technologies, sharing information and content, engaging in online citizenship, collaborating through digital channels, netiquette, and managing digital identity. In recent years, research focused on this competence area following the European Digital Competence Framework [14][15][16][17].…”

“…The general goal is to analyse the level of digital competence in the area of communication of basic-education Spanish students (aged [12][13][14][15][16]. This is defined by the following specific objectives:…”

“…For this purpose, they mainly use social media, becoming familiar with them at increasingly early ages. This research analyses the digital-competence level in the area of communication of Spanish basic-education students (aged [12][13][14][15][16] and determines whether the use of social networks and online communication with friends impact it.…”

Influencia del uso de WhatsApp y correo electrónico en la competencia digital en el área de comunicación

“…Estos alumnos tienen un nivel básico de conocimientos y habilidades en comunicación digital, lo cual coincide con los hallazgos de otras investigaciones que también evalúan esta área competencial en escolares de edades similares (Rodríguez-Groba et al, 2021;Paredes-Labra et al, 2019). Sin embargo, muestran unas valoraciones muy positivas en la dimensión de actitud, dato este que coincide con el de otros trabajos (Basilotta, García-Valcárcel, Casillas-Martín y Cabezas-González, 2020;García-Valcárcel, Salvador Blanco, Casillas-Martín y Basilotta, 2019).…”