Factores que influyen en la integración del Programa de Inclusión y Alfabetización Digital en la docencia en escuelas primarias

Beltrán-Sánchez, Jesús Alfonso; García-López, Ramona Imelda; Ramí­rez-Montoya, María Soledad; Quintana, Jesús Tánori

doi:10.24320/redie.2019.21.e31.2088

Cited by 12 publications

(16 citation statements)

References 10 publications

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“…In relation to the results of the research reviewed, they show that teachers present higher PK and CK knowledge compared to TK and their interactions, which is consistent with previous research Archambault and Barnett (2010), Beltrán (2019), Cabero et al (2015), Da Silva et al (2015, Paidicán (2017), Roig et al (2015, Roussinos &Jimoyiannis (2019), andSchmidt et al (2009).…”

Section: Discussionsupporting

confidence: 89%

The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review

Paidican

Pamela

2022

CONT ED TECHNOLOGY

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This article presents the results of a scientific literature analysis based on Kitchenham's (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.

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Section: Discussionsupporting

confidence: 89%

The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review

Paidican

Pamela

2022

CONT ED TECHNOLOGY

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“…The carried out systematic review seeks to find the most recent information on research pertaining to digital and information literacy among basic-education teachers. For this, those documents related to the topic were selected, aiming to expose the theoretical-methodological characteristics of research that are related to digital and information literacy and digital competence, where the need for information literacy and search skills that must be integrated into the curriculum is observed, and there is an agreement on the significance of initial training for teachers to be able to educate basic-education students in a responsible approach to managing information and communication technologies [44][45][46][47].…”

Section: Discussionmentioning

confidence: 99%

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Fernández-Otoya,

Cabero-Almenara,

Pérez-Postigo

et al. 2024

Education Sciences

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Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

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“…In Mexico, the same problems can be observed: despite having national programmes to support teaching, the development of digital competencies and technological training and empowerment, these have not had the expected impact, mainly because they address two of the six grades of primary education and without evidence at other levels of basic education (Manzanilla-Granados, et al, 2021). In addition, the national digital literacy (DL) programs have had results with little impact on the development of digital skills and abilities because they are not related to the official study programs (Beltrán-Sánchez et al, 2019;George, 2020;Sámano et al, 2018).…”

Section: Digital Competence Of Teachers In the Mayan Region Of …mentioning

confidence: 99%

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Reyes,

Gurubel-Tec

2024

INT J INSTRUCTION

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Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

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Factores que influyen en la integración del Programa de Inclusión y Alfabetización Digital en la docencia en escuelas primarias

Cited by 12 publications

References 10 publications

The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review

The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

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