Digital technologies for training in the field of social economy bussines and organizations

Número

Downloads

Article abstract page views:  1048  

DOI

https://doi.org/10.25267/Hachetetepe.2022.i24.1204

Info

No. 24 (2022)
Articles
1204
Published: 24-02-2022
PlumX
Crossref
Scopus
Google Scholar
Europe PMC

Authors

Abstract

The digital transformation is one of the challenges that all institutions –public and private– are facing in this post-pandemic situation to offer adequate services to citizens, thus favoring productivity and improving the performance of workers. With this study it has been intended to know with empirical data the reality of the digital transformation of entities of the Social Economy and more specifically in the context of training in companies. A quantitative approach has been chosen for an exploratory study supported by the survey technique. Two questionnaires created ad hoc have been designed: one for workers (participant sample: 200) and another for management positions of companies and entities of the Social Economy (participant sample: 115). Among the main results is that workers consider that they have adequate training to face the digitalization of their companies, although some data show that they lack certain skills necessary for the digital world (multimedia design, use of the cloud or strategies to share digital information). Companies and entities of the Social Economy prioritize the technological endowment and the protection of digital data with respect to the training on digital competence of their workers. It is also revealed that companies provide more technology for management to employees than to the management team. Finally, it is highlighted that despite the provision of technological infrastructure, the quality of this is usually improvable.

Keywords

Training Google Schoolar
Digital transformation Google Schoolar
Social economy Google Schoolar
Human resources Google Schoolar
Digital competence Google Schoolar

Downloads

Download data is not yet available.

How to Cite

García-Tudela, P. A., Montiel-Ruiz, F. J., & Prendes-Espinosa, M. P. (2022). Digital technologies for training in the field of social economy bussines and organizations. Hachetetepé. Scientific Journal of Education and Communication, (24), 1204. https://doi.org/10.25267/Hachetetepe.2022.i24.1204

Author Biographies

Pedro Antonio García-Tudela, Universidad de Murcia

PhD student in Educational Technology at the University of Murcia (Spain). Predoctoral professor at the University of Murcia by the Ministry of Universities of Spain. Member of the research group in educational technology of the University of Murcia. Master in educational research and innovation. Degree in primary education with a mention in intercultural education and learning difficulties. His main research lines are about Smart Learning Environments, active learning methodologies (gamification, game based learning, etc.) and E-assessment. He is a member of some national and international research projects, such as GEM (Gender Equality Matters) or EmDigital (a digital entrepreneurship competence project). He has participated in some international conferences and has published in indexed journals about distance education and other mentioned topics. @Pe_xyz (Twitter)

Francisco José Montiel-Ruiz, Universidad de Murcia

PhD in Educational Technology from the University of Murcia and Professional Expert in digital skills for business from the National University of Distance Education (UNED). Graduated in Primary Education with mention in Physical Education from the University of Murcia and Graduated in Pedagogy from the UNED. Master in Secondary Teacher Training and Master in Educational Technology, both from the University of Murcia. Member of the Educational Technology Research Group of the University of Murcia.

María Paz Prendes-Espinosa, Universidad de Murcia

PhD in Education Sciences and Professor of Educational Technology at the University of Murcia. Director of the Educational Technology Research Group. Editor of RIITE Revista Interuniversitaria de Investigación en Tecnología Educativa and Secretary of EDUTEC (Association for the Development of Educational Technology). Coordinator at the University of Murcia of the interuniversity doctoral program in Educational Technology. She is currently director of the European project AROSE (on digital tools for the development of oral skills in English in secondary education) and director of the EmDigital project (on digital entrepreneurship in universities). Researcher of the CREATIT project on digital tools to promote creativity in adults and of a national project on Learning Ecologies. @pazprendes, https://www.um.es/gite, http://www.pazprendes.es.

License

Copyright (c) 2022 Pedro Antonio García-Tudela, Francisco José Montiel-Ruiz, María Paz Prendes-Espinosa

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

Abad, F. (2017). Implementación de una agenda escolar colaborativa con Google Calendar. Proyecto y tutorial. e-CO: Revista digital de educación y formación del profesorado, (14), 131-165. https://bit.ly/3AaEVss

Aladsani, H.K. (2021). University students´ use and perceptions of Telegram to promote effective educational interactions: a qualitative study. International journal of emerging technologies in learning, 16(9), 182-197. https://doi.org/10.3991/ijet.v16i09.19281

Alturki, U. y Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the covid-19 pandemic: a sustainable acceptance model of the expansion technology approach. Sustainability, 13(19), 10991. https://doi.org/10.3390/su131910991

Asencio, A. (2020). Classroom screen: una pizarra digital para el trabajo cooperativo. Aula de innovación educativa, (300), 67-68. https://bit.ly/3k7vapi

Camacho, I., Gómez, M. G. y Pintor, M. M. (2015). Competencias digitales en el estudiante adulto trabajador. Revista Interamericana de Educación de Adultos, 37(2),10-24. https://bit.ly/3BOnxvp

Comisión Europea (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente (2006/962/CE). Diario Oficial de la Unión Europea. https://bit.ly/3pQt8e5

Comisión Europea (2017). European Digital Progress Report: review of member states´progress towards digital priorities. https://bit.ly/33VlE3D

Comisión Europea (2018). Recomendación del Consejo de 22 de mayo de 2018 sobre las competencias clave para el aprendizaje permanente (2018/C 189/01). Diario Oficial de la Unión Europea. https://bit.ly/3E6EL7W

Comisión Europea (2020). Plan de Acción de Educación Digital 2021-2027. Adaptar la educación y la formación a la era digital (COM/2020/624). Comunicación de la comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones. https://bit.ly/36pYyTq

FUNDAE (2020). Formación de Oferta Estatal Dirigida principalmente a ocupados. Unidad de Estadística y Gestión de la Información. https://bit.ly/3IeJ3vC

García-Tudela, P.A., Montiel-Ruiz, F.J. y Prendes-Espinosa, M.P. (2021). Cuestionarios para analizar la competencia digital de trabajadores, empresas y entidades de la Economía Social. https://bit.ly/3BKcKCx

Gómez-García, L.M., Gutiérrez-Santiuste, E. y Moreno-López, I. (2021). La videoconferencia: recursos educativos para promover la educación intercultural entre los estudiantes. Profesorado: Revista de curriculum y formación del profesorado, 25(2), 213-236. https://doi.org/10.30827/profesorado.v25i2.8265

González, P. y Herrero, E. (2020). Twitter como herramienta de aprendizaje en los estudios de periodismo. Estudios sobre el mensaje periodístico, 26(3), 975-987. https://doi.org/10.5209/esmp.65050

Grande-De-Prado, M., García-Peñalvo, F.J., Corell, A. y Abella-García, V. (2021). Evaluación en Educación Superior durante la pandemia de la COVID-19. Campus Virtuales, 10(1), 49-58. https://bit.ly/2YQqsnY

Guzmán, A. P. (2016). Las competencias digitales del trabajador virtual: la competitividad de la empresa del siglo XXI a partir del uso de las TIC. En R. Roig (Ed.), Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje (pp. 2559-2567). Octaedro.

Guzmán, A. P. y Gutiérrez, C. D. (2018). Las competencias digitales y el uso de las tecnologías sociales: el valor agregado en la comercialización en el sector calzado en Bucaramanga. I+ D. Revista de Investigaciones, 11(1), 17-26. https://doi.org/10.33304/revinv.v11n1-2018002

Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, M. del P. (2010). Metodología de la investigación (5. a Ed.). McGraw Hill. https://bit.ly/3oepBpA

Hernández, M. y Llull, L.A. (2021). Bot de Telegram para consultar información de la Universidad de las Ciencias Informáticas. Serie científica de la Universidad de las Ciencias Informáticas, 14(7), 82-95. https://bit.ly/2WJstB3

Iglesias, M., González, C. y González, L. (2016). Los grupos de Facebook como herramienta de enseñanza-aprendizaje en la universidad. En R. Roig (Ed.), Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje (pp. 676-683). Octaedro. https://bit.ly/3zMXOkY

Iniesta, I., Segura, A. y Mancho, A. C. (2020). Las competencias digitales como recurso intangible en la empresa. Prisma Social: revista de investigación social, (29), 155-171. https://bit.ly/3t2fTJN

INE (2016). Encuesta sobre la participación de la población adulta en las actividades de aprendizaje. https://bit.ly/3lfg8gL

Infante, A., Infante, J. C., Gallardo, J., Martínez, F. J. y García, M. (2019). La demanda de competencias digitales en el mercado laboral español. Certiuni Journal, (4), 51-56. https://bit.ly/3vdDHx4

Infante, A., Infante, J. C., Martínez, F. J. y García, M. (2016). Las competencias digitales en las grandes empresas del sector empresarial español. Tec Empresarial, 10(2), 41-49. https://bit.ly/3gc9tC4

Jalil, M. (2018). Industria 4.0, competencia digital y el nuevo sistema de formación profesional para el empleo. Revista Internacional y Comparada de Relaciones laborales y derecho del empleo, 6(1). https://bit.ly/33VmdKN

Martelo, R.J., Jiménez, I.A. y Jaimes, J.D.C. (2017). Accesibilidad e integración digital: elementos clave para un programa de formación de empresarios en empoderamiento digital. Inf. Tecnol, 28(6). http://doi.org/10.4067/S0718-07642017000600010

Mella, L. (2020). La empresa como entidad formadora de los trabajadores, especialmente en competencias digitales. Revista General de Derecho del Trabajo y de la Seguridad Social, (56), https://bit.ly/3giGQCV

Sabariego Puig, M. (2004). El proceso de investigación. En R. Bisquerra Akzina (Coord.), Metodología de la investigación educativa (5. ª ed., pp. 267-284). La Muralla. https://bit.ly/2XNDhfI