Competência digital e desenho universal para a aprendizagem na formação de professores: uma análise multifatorial
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DOI
https://doi.org/10.25267/Hachetetepe.2024.i29.2206Informação
Autores
- Enrique Alastor (ES) Universidad de Málaga https://orcid.org/0000-0003-3409-2647
- Francisco-David Guillén-Gámez (ES) Universidad de Málaga https://orcid.org/0000-0001-6470-526X
- Julio Ruiz-Palmero (ES) Universidad de Málaga https://orcid.org/0000-0002-6958-0926
Resumo
A integração efetiva das tecnologias digitais e do Desenho Universal para a Aprendizagem (DUA) na educação apresenta desafios significativos na formação docente. Este estudo examina a relação entre a competência digital autopercebida e o conhecimento do DUA em futuros professores, analisando a influência de fatores demográficos e acadêmicos. Através de um desenho quantitativo não experimental do tipo ex post facto, foram avaliados 903 estudantes de Licenciatura em Educação Infantil e Ensino Fundamental utilizando um questionário sobre competência digital, conhecimento do DUA e uso de ferramentas digitais. Os resultados revelaram uma correlação positiva moderada (r = 0,45, p < 0,001) entre a competência digital e o conhecimento do DUA. Foram encontradas diferenças significativas por etapa educativa (F(1, 784) = 26,073, p < 0,001) e desempenho acadêmico (F(2, 784) = 35,162, p < 0,001), mas não por gênero (F(1, 784) = 0,274, p = 0,600). A análise entre cursos acadêmicos mostrou variações significativas nas competências digitais (F(3, 782) = 16,42, p < 0,001). Estes achados sublinham a necessidade de integrar sistematicamente a formação em competências digitais e DUA nos programas de formação docente, considerando fatores como o desempenho acadêmico e a etapa educativa
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Copyright (c) 2024 Enrique Alastor, Francisco-David Guillén-Gámez, Julio Ruiz-Palmero
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