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Competencias docentes en ambiente digital

Moving education into the digital age: the contribution of teachers’ professional development

Twining, J. Raffaghelli, P. Albion & D. Knezek (2013)

Revista: Journal of Computer Assisted Learning

DOI: 10.1111/jcal.12031

Link: http://onlinelibrary.wiley.com/doi/10.1111/jcal.12031/full

 

Abstract

This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better pre- pared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3’s discussions; and recommendations for action.

On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.

 

Differences in Actual and Perceived Online Skills: The Role of Gender

Hargittai & S. Shafer (2006)

Revista: Social Science Quarterly

DOI: 10.1111/j.1540-6237.2006.00389.x

Link: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-6237.2006.00389.x/full

 

Abstract

Objective: The literature on gender and technology use finds that women and men differ significantly in their attitudes toward their technological abilities. Concurrently, existing work on science and math abilities of students suggests that such perceived differences do not always translate into actual disparities. We examine the yet-neglected area concerning gender differences with respect to Internet-use ability. In particular, we test how self-perceived abilities are related to actual abilities and how these may differ by gender.

Methods: We use new data on web-use skill to test empirically whether there are differences in men's and women's abilities to navigate online content. We draw on a diverse sample of adult Internet users to investigate the questions raised.

Results: Findings suggest that men and women do not differ greatly in their online abilities. However, we find that women's self-assessed skill is significantly lower than that of men.

Conclusions: Women's lower self-assessment regarding their web-use skills may affect significantly the extent of their online behavior and the types of uses to which they put the medium. We discuss the implications of these findings for social inequality.

¿Están los adultos en Chile preparados para desenvolverse en contextos digitales?

Negrón & R. Varela (2017)

Revista: MIDevidencias

Link: http://www.mideuc.cl/wp-content/uploads/2017/MidEvidencias-N13.pdf

 

En la actualidad, la capacidad de desenvolverse en contextos informáticos se vuelve cada vez más crítica, tanto para el ejercicio laboral como para la inserción social en diversos trámites y servicios que se proveen a través de medios digitales. La capacidad de resolver problemas en este contexto es central para el adecuado ejercicio de la habilidad digital de los adultos, y tiene un impacto importante en la economía del siglo XXI. En este escenario, la OCDE lideró el estudio internacional PIAAC, que evalúa esta habilidad en adultos de 16 a 65 años a través del uso de computador, y cuyos resultados se presentan en esta edición de MIDevidencias. Estos señalan una importante brecha entre Chile y el promedio de los países de la OCDE, tanto a nivel general, de género y de grupos etarios, incluso en las cohortes más jóvenes del país, quienes logran un desempeño similar a los grupos de mayor edad de la OCDE. Para revertir la tendencia anterior, se discuten algunas de las iniciativas de política pública impulsadas en Chile y su potencial impacto para mejorar esta habilidad, además se señalan consideraciones, a partir de los resultados presentados, que se deberían tener en cuenta para su implementación.

 

The Application of 21st Century ICT Literacy Model among Teacher Trainees

Mazalah Ahmad, Jamaludin Badusah, Ahmad Zamri Mansor, Aidah Abdul Karim, Fariza Khalid, Mohd Yusof Daud, Rosseni Din & Diana Fazleen Zulkefle (2016)

 

Publicación: TOJET: The Turkish Online Journal of Educational Technology

Link: http://www.tojet.net/articles/v15i3/15316.pdf


Abstract: Malaysian Ministry of Education (MOE) plans to utilize ICT in improving the quality of learning in Malaysia. This aspiration is clearly stated in Malaysian Education Blueprint 2013-2015. Hence, teaching profession of today has demanded teachers to acquire certain ICT skills as a way of exploring, discovering and accessing information besides applying such knowledge for teaching purpose in the classroom. Regardless of how advanced technology is, in ensuring its effectiveness to take place in the classroom, as a teacher, one needs to have a great fundamental of knowledge and confidence. This paper intends to report the level of ICT competency among teacher trainees. In this study, the ICT competency of participants (teacher trainees) was assessed using the 21st Century ICT Literacy Model. This quantitative study involved approximately 104 teacher trainees who registered at Universiti Kebangsaan Malaysia (UKM) (National University of Malaysia) for 2015/2016 session. All data was collected using the determined questionnaire, and statistically analyzed with Statistical Package for the Social Sciences (SPSS). The result indicates that teacher trainees in UKM have great ICT skills by scoring well in five out of seven domains in 21st Century ICT Literacy Model.