Digital illiteracy: a challenge for 21st century teachers / El analfabetismo digital: un reto de los docentes del siglo XXI

Abstract

In the light of different studies carried out at European and national level, it is unclear if the use of Information Society Technologies (ISTs) in the teaching-learning process is fulfilling initial expectations. Considering that teachers are the keystone upon which the required transformation is to be built, we consider the following questions: are teachers digitally illiterate? Do they have other reasons for not integrating ISTs in their classrooms? This research consists of a descriptive study of the teaching staff in the Autonomous City of Melilla. An ad hoc questionnaire was designed and administered to the pre-university teachers of the city. A sample of 173 teachers from the different stages of non-university level was obtained. After carrying out a descriptive and inferential analysis of the data obtained, a certain level of digital illiteracy among teachers was found, mainly in the didactic application of ISTs. Some solutions are given for teachers to improve their digital literacy to face the demands of 21st century society.

Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

“…The present moment urges the effective development of an educational model focused on learning assuming a great methodological and consequently cultural change, conforming a strategic plan with innovation proposals based on the emerging pedagogies, the consideration of good educational practices, the necessary teacher training, the social value, the development of the emotional competence and the ultimate consideration of shaping learning communities [31,32].…”

Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as.

“…Por tanto, para dar respuesta a las nuevas necesidades de la realidad de la integración de las TIC en el ámbito educativo (Cabero, Roig y Mengual, 2017), los docentes han de desarrollar una competencia digital docente que les permita integrar las TIC de forma original, desde planteamientos no solo de adquisición de conocimientos instrumentales, sino interrelacionando contenidos, pedagogías y tecnologías. Esta alfabetización digital, adoptando nuevas competencias para mantener la educación de calidad (Cortina, Gallardo, Jiménez y Trujillo, 2014), es importante para que los docentes se desenvuelvan correctamente en la nueva forma de enseñar lo que la sociedad demanda, y esto se consigue aumentando la capacitación, fundamentalmente, en dos momentos: uno, en la formación inicial docente, en la que se deben adquirir todas las competencias que capaciten para el desempeño profesional docente; y, el segundo, en el proceso posterior de formación continua y permanente (García y Martín, 2016), necesario para la renovación y actualización continua de los docentes (Romero, Hernández y Ordóñez, 2016;Agreda, Hinojo y Sola, 2016).…”

Virtual empathy as digital competence in education 3.0

“…In their study with non-university teachers, Cortina-Pérez, Gallardo-Vigil, Jiménez-Jiménez, and Trujillo-Torres (2014) found that more than 60 % of teachers made no use of Web 2.0 tools in their teaching work and, despite over 90 % of them having received ICT training, more than 70 % felt they were not prepared to make educational use of these technologies. In a recent study, again with non-university teachers, García-Pérez, Rebollo-Catalán, and García-Pérez (2016) showed that they have a moderate level of digital competence in the use of virtual social networks, but their digital competence for teaching is less developed.…”