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Authors
Advisor(s)
Abstract(s)
En la actualidad, la alfabetización digital está muy presente en el discurso pedagógico educativo,
así pues, se han implementado diversas iniciativas dirigidas al desarrollo integral de la
competencia digital. Medidas de acción orientadas en 4 niveles de aplicación, micro, profesional,
meso y macro, es decir, a la capacitación de los alumnos, la formación de los docentes, la
infraestructura de los centros y la implementación de políticas educativas que regulen dicha
transformación. Atendiendo a la necesidad de desarrollar las nuevas profesionalidades del
docente digital, se presenta este estudio de investigación, el cual pretende dar a conocer las
opiniones y percepciones de los profesores sobre el grado de dominio tecnológico que presentan
en cada una de las áreas que componen la competencia digital. Datos que, a su vez, permiten
especular sobre el grado de consciencia-competencia que revelan los docentes, con el fin de
poder delimitar y determinar las diferentes fases que integran el proceso de alfabetización digital
en el ejercicio profesional.
Nowadays, digital literacy is very present in the educational pedagogical discourse, therefore, several initiatives have been implemented aimed at the integral development of digital competence. Action measures aimed at 4 levels of application, micro, professional, meso, and macro, ie the training of students in teacher training, infrastructure centres and the implementation of educational policies governing this transformation. In response to the need to develop the new professional digital teaching, it’s presented this research study, which aims to publicize the opinions and perceptions of teachers on the degree of the technological domain in each of the areas that make up the digital competence. Data that, in turn, allow to speculate on the degree of consciousness-competence of the teacher, in order to be able to delimit and determine the different phases that integrate the process of digital literacy in the professional practice.
Nowadays, digital literacy is very present in the educational pedagogical discourse, therefore, several initiatives have been implemented aimed at the integral development of digital competence. Action measures aimed at 4 levels of application, micro, professional, meso, and macro, ie the training of students in teacher training, infrastructure centres and the implementation of educational policies governing this transformation. In response to the need to develop the new professional digital teaching, it’s presented this research study, which aims to publicize the opinions and perceptions of teachers on the degree of the technological domain in each of the areas that make up the digital competence. Data that, in turn, allow to speculate on the degree of consciousness-competence of the teacher, in order to be able to delimit and determine the different phases that integrate the process of digital literacy in the professional practice.
Description
Keywords
Consciencia-competencia Formación continua profesores Competencia digital
Citation
Aller, Tamara (2019). Cruce de fronteras en el territorio tecnológico: del docente analógico al digital = Border crossing in technological territory: from the analog to digital teacher. EduSer - Revista de Educação. ISSN 1645-4774. 11:1, p. 1-15
Publisher
Instituto Politécnico de Bragança