Competência digital e desenho universal para a aprendizagem na formação de professores: uma análise multifatorial
Downloads
- PDF (Español (España)) 92
- EPUB (Español (España)) 9
- VISOR (Español (España))
- MÓVIL (Español (España))
- XML (Español (España)) 3
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
Palavras-chave
Downloads
Como Citar
Licença
Copyright (c) 2024 Enrique Alastor, Francisco-David Guillén-Gámez, Julio Ruiz-Palmero
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Os autores que publicaram com esta revista, aceitam os seguintes termos:
1. Manterão seus direitos autorais e garantirão à revista o direito à primeira publicação de seu trabalho, que estará simultaneamente sujeita à Licença de Atribuição Creative Commons. Podem ser copiados, utilizados, divulgados, transmitidos e exibidos publicamente, desde que a autoria, url e revista sejam citados, e não sejam utilizados para fins comerciais. Nenhuma obra derivada é permitida.
2. Podem adotar outros contratos de licença não exclusiva para a distribuição da versão publicada da obra (por exemplo, depositá-la em arquivo telemático institucional ou publicá-la em volume monográfico), desde que seja indicada a publicação inicial nesta revista.
3. Divulgue seu trabalho pela Internet (por exemplo, em arquivos telemáticos institucionais ou em seu site) uma vez que o manuscrito seja aceito, o que pode levar a trocas interessantes e ao aumento das citações do trabalho publicado. (Veja O efeito do acesso aberto).
Hachetetepé. A revista científica de educação e comunicação não cobra taxa pela submissão de manuscritos ou pela publicação de seus artigos.
Referências
Aesaert, K., Van Nijlen, D., Vanderlinde, R., y van Braak, J. (2015). Primary school pupils' ICT competences: Extensive model and scale development. Computers & Education, 81, 326-344. https://doi.org/10.1016/j.compedu.2014.10.021
Alastor, E., Guillén-Gámez, F. D., y Ruiz-Palmero, J. (2024). Competencia digital del futuro docente de Educación Infantil y Primaria: un estudio por comparaciones múltiples. Revista Latinoamericana de Tecnología Educativa, 23(1), 9-24. https://doi.org/10.17398/1695-288X.23.1.9
Alastor, E., Sánchez-Vega, E., Martínez-García, I., y Rubio-Gragera, M. (Eds.). (2023). TIC en educación en la era digital: propuestas de investigación e intervención. Universidad de Málaga. https://doi.org/10.24310/mumaedmumaed.65
Alba-Pastor, C. (2012). Aportaciones del Diseño Universal para el Aprendizaje y de los materiales digitales en el logro de una enseñanza accesible. En J. Navarro, M. T. Fernández, F. J. Soto y F. Tortosa (Coords.), Respuestas flexibles en contextos educativos diversos (pp.1-13). Consejería de Educación, Formación y Empleo.
Alba-Pastor, C., Zubillaga-del-Río, A., y Sánchez-Serrano, J. M. (2015). Tecnologías y Diseño Universal para el Aprendizaje (DUA): experiencias en el contexto universitario e implicaciones en la formación del profesorado. RELATEC: Revista Latinoamericana de Tecnología Educativa, 14(1), 89-100. https://doi.org/10.17398/1695-288X.14.1.89
Alcalá del Olmo-Fernández, M. J., Santos-Villalba, M. J., González-Sodis, J. L., y Leiva-Olivencia, J. J. (2024). Estrategias pedagógicas con TIC en contextos educativos vulnerables: Repercusiones en la pandemia y proyecciones de futuro. Pixel-Bit. Revista de Medios y Educación, 69, 255-286. https://doi.org/10.12795/pixelbit.101140
Cabero-Almenara, J., Barroso-Osuna, J., Gutiérrez-Castillo, J. J., y Palacios-Rodríguez, A. (2020). Validación del cuestionario de competencia digital para futuros maestros mediante ecuaciones estructurales. Bordón: Revista de pedagogía, 72(2), 45-63. https://doi.org/10.13042/Bordon.2020.73436
Cabero-Almenara, J. y Fernández-Batanero, J.M. (2014). Una mirada sobre las TIC y la educación inclusiva: reflexiones en torno al papel de las TIC en la educación inclusiva. Comunicación y pedagogía: Nuevas tecnologías y
recursos didácticos, 279, 38-42. https://acortar.link/nFjOOe
Cabero-Almenara, J., y Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In». EDMETIC, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.12462
Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J. y Palacios-Rodríguez, A. (2022). Teachers' digital competence to assist students with functional diversity: Identification of factors through logistic regression methods. British Journal of Educational Technology, 53(1), 41-57. https://doi.org/10.1111/bjet.13151
Cabezas-González, M., Casillas-Martín, S., Sanches-Ferreira, M., y Teixeira-Diogo, F. L. (2017). ¿Condicionan el género y la edad el nivel de competencia digital? Un estudio con estudiantes universitarios. Fonseca, Journal of Communication, 15, 109-125. https://doi.org/10.14201/fjc201715109125
Cabezas-González, M., Casillas-Martín, S., y García-Valcárcel Muñoz-Repiso, A. (2021). The digital competence of pre-service educators: the influence of personal variables. Sustainability, 13(4), 2318. https://doi.org/10.3390/su13042318
Casillas-Martín, S., Cabezas-González, M., y García-Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
Castañeda, L., Esteve, F., y Adell, J. (2018). ¿Por qué es necesario repensar la competencia docente para el mundo digital? Revista de Educación a Distancia (RED), 18(56), 1-20. https://revistas.um.es/red/article/view/321581
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cózar-Gutiérrez, R., De Moya-Martínez, M. V., Hernández-Bravo, J. A., y Hernández-Bravo, J. R. (2016). Conocimiento
y Uso de las Tecnologías de la Información y las Comunicaciones (TIC) según el Estilo de Aprendizaje de los Futuros
Maestros. Formación universitaria, 9(6), 105-118. http://doi.org/10.4067/S0718-50062016000600010
Etikan, I., Musa, S. A., y Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of
Online Learning Research, 4(2), 147-171. https://www.learntechlib.org/p/181969/
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Fernández-Martín, E., Alastor, E., Martínez-García, I., y Linde-Valenzuela, T. (2023). El uso de las redes sociales como recurso de innovación educativa en la educación formal. En J. Cabero Almenara, C. Llorente Cejudo, A. Palacios
Rodríguez, y M. Serrano Hidalgo (Eds.), Mejorando la enseñanza a través de la innovación educativa (pp. 263-273). Dykinson.
Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Publications Office of the European Union. https://doi.org/10.2788/52966
Florian, L., y Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. https://doi.org/10.1080/02619768.2020.1707579
Flores-Lueg, C., y Roig-Vila, R. (2019). Factores personales que inciden en la autovaloración de futuros maestros sobre la dimensión pedagógica del uso de TIC. Revista Iberoamericana de Educación Superior, 10(27), 151-171. https://doi.org/10.22201/iisue.20072872e.2019.27.345
From, J. (2017). Pedagogical Digital Competence—Between Values, Knowledge and Skills. Higher Education Studies, 7(2), 43-50. https://doi.org/10.5539/hes.v7n2p43
Gabarda-Méndez, V., Marín-Suelves, D., y Romero-Rodrigo, M. M. (2020). La competencia digital en la formación inicial docente. Percepción de los estudiantes de Magisterio de la Universidad de Valencia. ENSAYOS. Revista de la Facultad de Educación de Albacete, 35(2), 1-16. https://doi.org/10.18239/ensayos.v35i2.2176
Gil-Fernández, R., y Calderón-Garrido, D. (2023). Challenges of Social Media in Education. Review and Bibliometric Analysis of Scientific Production to Map Trends and Perspectives. Innoeduca. International Journal of Technology and Educational Innovation, 9(2), 51-67. https://doi.org/10.24310/innoeduca.2023.v9i2.16340
Girón-Escudero, V., Cózar-Gutiérrez, R., y González-Calero, J. A. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 193-218. https://doi.org/10.6018/reifop.373421
Gudmundsdottir, G. B., y Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Guillén-Gámez, F. D., y Mayorga-Fernández, M. J. (2020). Identification of variables that predict teachers' attitudes toward ICT in higher education for teaching and research: A study with regression. Sustainability, 12(4), 1312. https://doi.org/10.3390/su12041312
Guillén-Gámez, F. D., Lugones, A., Mayorga-Fernández, M. J., y Wang, S. (2020). ICT use by pre-service foreign languages teachers according to gender, age and motivation. Cogent Education, 6(1), 1574693. https://doi.org/10.1080/2331186X.2019.1574693
Guillén-Gámez, F. D., Martínez-García, I., Alastor, E., y Tomczyk, Ł. (2024). Digital Competences in Cybersecurity of Teachers in Training. Computers in the Schools, 41(3), 281–306. https://doi.org/10.1080/07380569.2024.2361614
Hernández-Sampieri, R., y Mendoza, C. P. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill México.
Instefjord, E. J., y Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education, 19(1), 1-20. https://doi.org/10.1080/13603116.2014.881569
Kruger, J., y Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. https://doi.org/10.1037/0022-3514.77.6.1121
Lázaro-Cantabrana, J. L., Usart-Rodríguez, M., y Gisbert-Cervera, M. (2019). Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers. Journal of New Approaches in Educational Research, 8(1), 73-78. https://doi.org/10.7821/naer.2019.1.370
López-Bouzas, N., y del-Moral-Pérez, M. E. (2022). Instrumento apoyado en aplicaciones digitales para diagnosticar la competencia comunicativa de alumnado con TEA: diseño y validación. Innoeduca. International Journal of Technology and Educational Innovation, 8(2), 83-96. https://doi.org/10.24310/innoeduca.2022.v8i2.14264
Martínez-García, I., Alastor, E., Sánchez-Vega, E., y Mondéjar-Rodríguez, J. J. (2023). Digital Divide and Digital Inclusion in Cuba: A Systematic Review. En Ł. Tomczyk, F. D. Guillén-Gámez, J. Ruiz-Palmero, y A. Habibi (Eds.), From Digital Divide to Digital Inclusion. Lecture Notes in Educational Technology (pp. 167-189). Springer. https://doi.org/10.1007/978-981-99-7645-4_8
McKinney, W. (2018). Python for data analysis: Data wrangling with Pandas, NumPy, and IPython. O'Reilly Media, Inc.
Meyer, A., Rose, D. H., y Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Nielsen, T., Martínez‐García, I., y Alastor, E. (2021). Critical thinking of psychology students: A within‐and cross‐cultural study using Rasch models. Scandinavian Journal of Psychology, 62(3), 426-435. https://doi.org/10.1111/sjop.12714
Ok, M. W., Rao, K., Bryant, B. R., y McDougall, D. (2017). Universal Design for Learning in Pre-K to Grade 12 Classrooms: A Systematic Review of Research. Exceptionality, 25(2), 116-138. https://doi.org/10.1080/09362835.2016.1196450
Ottenbreit-Leftwich, A., Liao, J. Y. C., Sadik, O., y Ertmer, P. (2018). Evolution of Teachers' Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?. Journal of Research on Technology in Education, 50(4), 282-304. https://doi.org/10.1080/15391523.2018.1487350
Pascual, M. A., Ortega-Carrillo, J. A., Pérez-Ferra, M., y Fombona, J. (2019). Competencias Digitales en los Estudiantes del Grado de Maestro de Educación Primaria. El caso de tres Universidades Españolas. Formación universitaria, 12(6), 141-150. https://doi.org/10.4067/S0718-50062019000600141
Pinto-Santos, A. R., Pérez-Garcias, A., y Darder-Mesquida, A. (2020). Autopercepción de la competencia digital docente en la formación inicial del profesorado de educación infantil. Revista Espacios, 41(18), 1-16. https://www.revistaespacios.com/a20v41n18/20411829.html
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., y Palacios-Rodríguez, A. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability, 12(11), 4782. https://doi.org/10.3390/su12114782
Røkenes, F. M., y Krumsvik, R. J. (2014). Development of student teachers' digital competence in teacher education - A literature review. Nordic Journal of Digital Literacy, 9(4), 250-280. https://doi.org/10.18261/ISSN1891-943X-2014-04-03
Røkenes, F. M., y Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
Rusconi, L., y Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review. Education Sciences, 13(5), 466. https://doi.org/10.3390/educsci13050466.
Seabold, S., y Perktold, J. (2010). Statsmodels: Econometric and statistical modeling with python. In 9th Python in Science Conference.
Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., y Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108-116. https://doi.org/10.1177/07419325070280020101
Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. https://doi.org/10.1080/0305764X.2019.1625867
Taber, K. S. (2018). The use of Cronbach's alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
Talan, T., Doğan, Y., y Kalinkara, Y. (2024). Digital Natives' Mobile Learning Adoption in terms of UTAUT-2 Model: a Structural Equation Model. Innoeduca. International Journal of Technology and Educational Innovation, 10(1), 100-123. https://doi.org/10.24310/ijtei.101.2024.17440
Tømte, C., Enochsson, A. B., Buskqvist, U., y Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. https://doi.org/10.1016/j.compedu.2015.01.005
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., y Erstad, O. (2017). Developing a validated instrument to measure preservice teachers' ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. https://doi.org/10.1111/bjet.12380
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., y Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. https://doi.org/10.1111/bjet.12748
Valtonen, T., Kukkonen, J., Kontkanen, S., Sormunen, K., Dillon, P., y Sointu, E. (2015). The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning. Computers & Education, 81, 49-58. https://doi.org/10.1016/j.compedu.2014.09.008