¿Son los futuros educadores sociales residentes digitales?

Cabezas-González, Marcos; Martín, Sonia Casillas

doi:10.24320/redie.2017.19.4.1369

Cited by 22 publications

(15 citation statements)

References 18 publications

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“…The identification and characteristics of students' experience of a digital instinct , or rather the digital practices of students, are the main findings of the presented study, and in this discussion, we argue that the findings can contribute a new dimension to digital literacy, a dimension that can supplement existing curricular descriptions. From a curricular perspective, many previous studies have found that students do not acquire digital literacies through extensive use of technologies (Cabezas González & Casillas Martín, 2017; Littlejohn et al, 2012). However, the curricular perspective does not cover the attitude dimension of a digital instinct as a part of digital literacy.…”

Section: Discussion: the Digital Instinct As A Keyword For Making Sen...mentioning

confidence: 99%

“…Empirical studies converge on the view that students do not have a high level of digital literacy, although they use digital tools extensively (Cabezas González & Casillas Martín, 2017), and that we cannot take for granted that students acquire digital literacies through their daily use of technologies (Littlejohn et al, 2012), at least not at the level required for active and responsible digital citizenship (Fraillon et al, 2020).…”

Section: Perspectives On Digital Literacymentioning

confidence: 99%

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Digital instinct—A keyword for making sense of students' digital practice and digital literacy

Boie,

Dalsgaard,

Caviglia

2023

Brit J Educational Tech

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The paper introduces the student‐coined term digital instinct which describes students' disposition to resorting to digital technology for solving problems and doing school assignments. Taking cues from the term digital instinct, the paper describes a student perspective on digital literacy emerging from 100 lived experience descriptions and interviews with 37 Danish upper secondary students. The findings show that students' digital practice is characterised by experience‐based, intuitive and familiar use of technologies. Most notably, students employ digital technologies as cognitive partners that help them carry on with assignments that they initially did not understand, but that they were able to complete with the help of the computer. The study examines the nature of this partnership through the words of the students and identifies how technologies expand student agency but fall short of a reflective use of digital technologies. Recognising the strengths and weaknesses of students' digital practices may inform the concept of digital literacy and encourage teachers to acknowledge the digital instinct as a steppingstone to foster students' reflective use of digital technologies. Practitioner notesWhat is already known about this topic Students have inadequate command of digital literacies as described in curricular terminology. Students have positive as well as negative perceptions of the value and usefulness of digital technologies in school. Students both over‐ and underestimate their own digital literacies. What this paper adds Students have a fundamental utilitarian conception of digital technologies that either make schoolwork easier or more difficult, and they do not articulate that their use of digital technologies provides them with digital literacies. Students' conception of a digital instinct describes an intuitive and familiar, albeit unreflected, use of technologies where students employ experience‐based and self‐taught methods for using digital technologies. The digital instinct accounts for a feeling of agency among students, manifested in a widespread confidence that they can do assignments and solve problems when they make use of their computer. Implications for practice and/or policy Curricular terminologies struggle to capture what students can and cannot do with technology, and how much they understand the underlying technology. Teachers can involve and build on students' experience‐based digital practices as a starting point for developing digital literacy among students—also as an entry to a curricular perspective. Teachers should acknowledge students' conception of a ‘digital instinct’ as an important disposition in its own right.

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Section: Discussion: the Digital Instinct As A Keyword For Making Sen...mentioning

confidence: 99%

Section: Perspectives On Digital Literacymentioning

confidence: 99%

Digital instinct—A keyword for making sense of students' digital practice and digital literacy

Boie,

Dalsgaard,

Caviglia

2023

Brit J Educational Tech

View full text Add to dashboard Cite

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“…Este factor también presenta diferencias; por una parte, se identifican aquellos estudios que refieren que los hombres poseen un nivel superior de competencia digital en contraste con las mujeres (Barrantes et al, 2014;Roig et al, 2015;Romero et al, 2016;Cabezas y Casillas, 2017). Por otro lado, autores como Gebhardt et al (2019) afirman que las mujeres demuestran un mejor dominio en el uso de las tecnologías en comparación con los hombres.…”

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Challenges in the development of digital competence in secondary school teachers

Loeza¹,

Pech

González³

2023

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Currently, due to emerging paradigms of teach¬ing and learning as a result of health contingen¬cy, digital competence has become a necessity in educational centers. Furthemore, the new teach¬ing role is no longer just that of being a facilita¬tor of face-to-face learning, but now it generates knowledge, communicates and transmits emo¬tions through various virtual environments. This paper has as aim to identify the level of digital competence in secondary level teachers, as well as the factors associated with it. The study has a quantitative approach, with a correlational scope, transactional temporality, with an obser¬vational prediction control and a retrospective chronological order of events. As a result of the research, a low level of digital competence was identified among secondary school teachers in Merida, Yucatan, Mexico. There was evidence that the factors that were significantly associ¬ated with this competence were age and training in the use of Information and Communication Technologies (ICT). This sets the foundations for the design of teacher training proposals focused on the development of their digital competence.

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“…Today's university students are growing up in a modern technological context and are recognized as digital natives. Despite the amount of time, they spend surfing the web, most students do not have the required level of digital competence [11] and have a long way to go [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

The Digital Competence of Chinese University Students: A Survey Study

Liu¹

2023

JEER

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This article uses the self-assessment tool of the European Union's digital competence framework for citizens，to investigate the level of digital competence of 151 university students in China, and examine the relationship between participants' digital competence and their personal factors. The results show that university students have an intermediate level of digital competence, and their competence level has significant differences in the number of digital tools used, but there is no significant difference in gender, age, region, and participation in the competition. The results of the study can be used as a reference for curriculum and teaching reform.

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¿Son los futuros educadores sociales residentes digitales?

Cited by 22 publications

References 18 publications

Digital instinct—A keyword for making sense of students' digital practice and digital literacy

Digital instinct—A keyword for making sense of students' digital practice and digital literacy

Challenges in the development of digital competence in secondary school teachers

The Digital Competence of Chinese University Students: A Survey Study

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