La competencia digital en los programas de formación de ocio y tiempo libre para jóvenes

Abstract

Within an increasingly technological framework, digital competence has become consolidated in all educational settings as a key competence for guaranteeing the formation of active citizens. The objective of the present study was to understand the important role played by schools, teaching staff and students involved in leisure and free-time courses with regards to digital competence. The research centred on the impact of the dimensions of this competence and their relevance for the construction of a competence profile in the socio-cultural setting. A sample of 25 schools, 95 training providers and 350 students of supervised leisure and free-time courses distributed throughout Spain participated. A quantitative study was carried out which was descriptive and inferential in nature. Three ad hoc questionnaires were used to identify the extent of incorporation of digital competences, and to determine the knowledge and predisposition of professionals towards incorporating technologies into socio-cultural animation content and methodology. Amongst the main findings it is evidenced that, whilst the acquisition of digital competence is considered necessary at a general level, resistance can be seen to competency and methodological changes in the socio-cultural setting. Objection exists to the incorporation of technology through specific content and concrete methods, with the greatest resistance being seen on behalf of schools, followed by training providers and, finally, students on these courses.

La brecha digital en población en riesgo de exclusión social

“…(2016, p.120) definen como "la capacidad para usar las TIC eficazmente, en los ámbitos laboral, educativo, ocio y de la participación ciudadana". Esta competencia no sólo implica habilidades y destrezas, sino también ciertas actitudes, como interés, curiosidad y hasta dedicación por mantenerse actualizado, de forma que la brecha no se debe tanto al acceso sino al uso y la calidad de la aplicación que se le dé a la tecnología, incidiendo en la idea de potencialidad del sujeto y su capacidad para servirse de las tecnologías eficazmente, de ahí su importancia para la inclusión digital (Rodrigo-Moriche et al, 2020).…”