Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)
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Título: | Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) |
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Autor/es: | Gómez Trigueros, Isabel María | Ruiz Bañuls, Mónica | Ortega Sánchez, Delfín |
Grupo/s de investigación o GITE: | Grupo de Investigación en Igualdad, Género y Educación (IGE) | Grupo Interdisciplinario de Estudios Críticos y de América Latina (GIECRYAL) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Trainee teachers | ICTs (information and communication technologies) | LKTs (learning and knowledge technologies) | TPACK (technological pedagogical content knowledge) |
Área/s de conocimiento: | Didáctica de las Ciencias Sociales | Didáctica de la Lengua y la Literatura |
Fecha de publicación: | 14-nov-2019 |
Editor: | MDPI |
Cita bibliográfica: | Gómez-Trigueros IM, Ruiz-Bañuls M, Ortega-Sánchez D. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Education Sciences. 2019; 9(4):274. doi:10.3390/educsci9040274 |
Resumen: | This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants. |
URI: | http://hdl.handle.net/10045/99109 |
ISSN: | 2227-7102 |
DOI: | 10.3390/educsci9040274 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/educsci9040274 |
Aparece en las colecciones: | INV - GIDTAC - Artículos de Revistas INV - ELEI_UA - Artículos de Revistas INV - IGE - Artículos de Revistas INV - GIECRYAL - Artículos de Revistas |
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