University perception of digital competence in primary education through artistic co-design

Número

Downloads

Article abstract page views:  212  

DOI

https://doi.org/10.25267/Hachetetepe.2025.i30.1205

Info

No. 30 (2025)
Articles
1205
Published: 16-05-2025
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

Abstract

The primary education classroom is undergoing continuous technological transformation, leading to varying perceptions among students and teachers regarding its digital components. This study examines the perceptions of undergraduate students enrolled in a Primary Education Degree (n=185) concerning digital competencies and technological elements within the classroom setting. Employing a mixed-methods approach grounded in Design-Based Research (DBR), the investigation spanned three academic years. The activity consisted of creating an initial drawing depicting a technology-enhanced classroom, participating in a course focused on digital competencies, and producing a subsequent drawing following instruction. This was complemented by individual reflections and a group co-design activity. Results indicate a significant evolution in classroom representations, characterized by increased integration of technological elements and enhanced critical awareness of their use. The study concludes that active methodologies, such as co-design and artistic expression, foster critical thinking and a positive attitude toward educational technology

Keywords

Co-design Google Schoolar
Participatory design Google Schoolar
Artistic competition Google Schoolar
Digital Competence Google Schoolar

Downloads

Download data is not yet available.

Supporting Agencies  

This publication is part of the R&D project /PID2020-113101RB-I00 “Co-design of personal learning paths in connected environments in Higher Education financed by MCIN/ AEI/10.13039/501100011033/

How to Cite

Villatoro Moral, S., & Laia Riera Negre, L. (2025). University perception of digital competence in primary education through artistic co-design. Hachetetepé. Scientific Journal of Education and Communication, (30), 1205. https://doi.org/10.25267/Hachetetepe.2025.i30.1205

Author Biographies

Sofía Villatoro Moral, Universitat de les Illes Balears

Dr. Sofía Villatoro Moral is a professor in the Department of Applied Pedagogy and Educational Psychology at the Universitat de les Illes Balears (UIB). She participates in various national and international projects related to educational technology. Her research focuses on educational co-design, personalized learning pathways, self-regulation, student academic agency, and the development of virtual learning environments. She is a member of the Educational Technology Group (GTE) at the Universitat de les Illes Balears.

Laia Laia Riera Negre, Universitat de les Illes Balears

Laia Riera Negre is a predoctoral researcher in the Department of Applied Pedagogy and Educational Psychology at the University of the Balearic Islands (UIB), where she is developing her PhD thesis in the field of inclusive education. She is a member of the Inclusive Education and Diversity Research Group (GREID) and actively participates in R&D&I projects focused on pediatric palliative care and quality of life, such as the CPYCVIA project.

License

Copyright (c) 2025 Sofía Villatoro Moral, Laia Laia Riera Negre

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Those authors who have published with this journal, accept the following terms:

  1. They will retain their copyright and guarantee the journal the right to first publication of their work, which will simultaneously be subject to the Creative Commons Attribution License . They may be copied, used, disseminated, transmitted and publicly displayed, provided that the authorship, url, and magazine are cited, and are not used for commercial purposes. No derivative works are allowed.
  2. They may adopt other non-exclusive license agreements for the distribution of the published version of the work (e.g., deposit it in an institutional telematic archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
  3. Disseminate your work through the Internet (e.g., in institutional telematic archives or on your website) once the manuscript is accepted, which may lead to interesting exchanges and increased citations of the published work. (See The effect of open access).

Hachetetepé. Scientific journal of education and communication does not charge a fee for the submission of manuscripts or for the publication of its articles.

References

Aquino, M. A., Ugarte Paz, T. R., y Alanya Beltran, J. (2021). Revisión sistemática acerca del dibujo infantil en la educación. Centro Sur, 4(3). https://doi.org/10.37955/cs.v4i3.188

Bovill, C. (2023). A Framework to Explore Roles Within Student-Staff Partnerships in Higher Education: Which Students Are Partners, When, and in What Ways?. International Journal for Students as Partners, 1(1), 10–14. https://doi.org/10.15173/ijsap.v1i1.3062

Bovill, C. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. Higher Education, 79(6), 1023–1037. https://doi.org/10.1007/s10734-019-00453-w

Bovill, C., Felten, P., y Cook-Sather, A. (2014). Engaging Students as Partners in Learning and Teaching (2): Practical guidance for academic staff and academic developers. In International Consortium on Educational Development Conference, Stockholm, Sweden, 16-18 June (pp. 1-6) .https://acortar.link/WLEcxy

Cabero-Almenara, J., Romero-Tena, R., Barroso-Osuna, J., y Palacios-Rodríguez, A. (2020). Marcos de Competencias Digitales Docentes y su adecuación al profesorado universitario y no universitario. Revista Caribeña de Investigación Educativa (RECIE), 4(2), 137-158. https://doi.org/10.32541/recie.2020.v4i2.pp137-158

Cela-Ranilla, J. M., Esteve González, V., Mon, F. E., González Martínez, J., y Gisbert-Cervera, M. (2017). El docente en la sociedad digital: Una propuesta basada en la pedagogía transformativa y en la tecnología avanzada. Profesorado, 21(1), 403–422.. https://doi.org/10.30827/profesorado.v21i1.10371

Corman, L. (1967). El dibujo de la familia en la práctica médico-pedagógica. Kapelusz.

de Benito B., y Salinas, J. M. (2016). La Investigación Basada en Diseño en Tecnología Educativa. Revista Interuniversitaria de Investigación En Tecnología Educativa (0), 44–55. https://doi.org/10.6018/riite2016/260631

de Benito, B., Moreno-García, J., y Moral, S. V. (2020). Entornos tecnológicos en el codiseño de itinerarios personalizados de aprendizaje en la enseñanza superior. Edutec, Revista Electrónica de Tecnología Educativa, (74),

-93. https://doi.org/10.21556/edutec.2020.74.1843

Gómez-Jurado, E. F. Y., y Campues, L. A. A. (2023). Herramientas educativas para potenciar el desarrollo cognitivo y socioemocional de estudiantes con necesidades educativas especiales. Revista Científica PENTACIENCIAS, 3(1), 1–12.

Gómez, D. C. P., y Nery, R. L. M. (2019). La investigación cualitativa: un camino para interpretar los fenómenos sociales. En J. Mendoza y N. S. Esparragoza (Coords.), Libro Jocelyn (pp. 85–101). Universidad Estatal de Oriente, A. C.

Gros, B. (2019). La investigación sobre el diseño participativo de entornos digitales de aprendizaje. Dipòsit Digital de La Universitat de Barcelona. Documents de Treball / Informes (Teoria i Història de l’Educació). https://url2.cl/WA2bv

Gros, B., Escofet, A.,y Payá, M. (2020). Codiseño de un chatbot para facilitar procedimientos administrativos a población migrada. Pixel-Bit, Revista de Medios y Educación, 57, 39–54. https://doi.org/10.12795/pixelbit.2020.i57.03

Hernández, C. M., Rodríguez, A. F., Kostiv, O., Domínguez, R., Hess, S., Capote, M. C., Gil, P. y Rivero, F. (2021). La Escala de Evaluación de las Competencias Emocionales: la Perspectiva Docente (D-ECREA). Psicología Educativa. Avance online 28(1), 61–69. https://doi.org/10.5093/psed2021a5

Hernández-Suárez, C. A., y Hernández-Albarracín, J. D. (2024). Desarrollo de Competencias TIC del Ministerio de Educación Nacional de Colombia: Usos, implementación y resultados en la práctica pedagógica. Revista Perspectivas, 9(S1), 53-76. https://doi.org/10.22463/25909215.4573.

Fernández Rodrigo, L.,y Gutiérrez Ujaque, D. (2022). Promoción de la resiliencia y educación artística en centros de máxima complejidad: Vínculos y orientaciones desde la literatura. Education in the Knowledge Society (EKS), 23(e27428), 1–19. https://doi.org/10.14201/eks.27428

Lancaster, J. (1990). Las artes en educación primaria. Madrid: Morata.

Martínez Pérez, S., Fernández Robles, B., y Lluch Molins, L. (2019). Formación y estudiantado: el uso de las tecnologías en los procesos de aprendizaje. En S. Pérez-Aldeguer y D. Akombo (Eds.), Research, technology and best practices in education (pp. 74–82). Adaya Press. https://doi.org/10.58909/ad19759460

Martínez, S. (2020). Tecnologías de Información y Comunicación, Realidad Aumentada y Atención a la Diversidad en la formación del profesorado. Transdigital, 1(1), 1-20. https://doi.org/10.56162/transdigital9

Moreno, Ó. (2009). Dibujo y conocimiento: Sentidos del dibujo en la universidad. Memorias de Investigación 2009. Universidad Jorge Tadeo Lozano.

Organización para la Cooperación y el Desarrollo Económicos (OCDE). (2019). Estrategia de Competencias de la

OCDE 2019: Competencias para construir un futuro mejor. OCDE Publishing. https://doi.org/10.1787/9789264313835-es

Palomera, R., Fernández-Berrocal, P., y Brackett, M. A. (2017). La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias. Electronic Journal of Research in Education Psychology, 6(15), 437-454. https://doi.org/10.25115/ejrep.v6i15.1292

Piñero-Ruiz, E., Arense, J., Moñino, M., y López, O. (2018). Efectos de una intervención para la mejora de las fortalezas psicológicas en educación infantil, valorados a través del test del dibujo de la familia. European Journal of Investigation in Health, Psychology and Education, 7(2), 123-134. https://doi.org/10.30552/ejihpe.v7i2.201

Roa-Trejo, J.J., Pacheco Costa, A. y Cuadrado, F. (2023). Música, Sonido y Alfabetización Multimodal: Una Revisión Sistemática y sus Implicaciones para la Educación Musical. Revista Electrónica de LEEME, 52, 90-108. https://doi.org/10.7203/LEEME.52.27500.

Reeves, T. C. (2014). Design research from a technology perspective. In Handbook of Research on Educational Communications and Technology: Fourth Edition.

Robertson, M., y Al-Zahrani, A. (2012). Self-efficacy and ICT integration into initial teacher education in Saudi Arabia: Matching policy with practice. Australasian Journal of Educational Technology, 28(7), 1136–1151. https://doi.org/10.14742/ajet.793.

Villatoro, S. (2024). CODIPA: CODIPA: Un modelo para la construcción de itinerarios personales de aprendizaje. En B. De-Benito, O. Agudelo, A. Lizana, y A. Pérez-Garcias (Eds.), Propuestas educativas transformadoras mediante codiseño educativo e itinerarios de aprendizaje en entornos digitales (pp. 11-26).Dykinson. https://doi.org/10.14679/2692

Villatoro, S., y de-Benito, B. (2022). Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach. Journal of Interactive Media in Education, 2022(1), 1-16.https://doi.org/10.5334/jime.749

Villatoro, S., y de-Benito, B. (2021). An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review. Journal of New Approaches in Educational Research, 10(2), 234-250.https://doi.org/10.7821/naer.2021.7.646

Villatoro, S., y de-Benito, B. (2022). La inclusión del uso de itinerarios de aprendizaje en Educación Superior. Edutec, Revista Electrónica De Tecnología Educativa, (79), 95–113. https://doi.org/10.21556/edutec.2022.79.2365

Viñoles-Cosentino, V., Sánchez-Caballé, A., y Esteve-Mon, F. M. (2022). Desarrollo de la Competencia Digital Docente en Contextos Universitarios. Una Revisión Sistemática. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 20(2), 11-27. https://doi.org/10.15366/reice2022.20.2.001