Teaching Digital Competences developed by students of the Degree in Early Childhood Education: face-to-face vs virtuality
DOI:
https://doi.org/10.21556/edutec.2021.76.2071Keywords:
higher education, early childhood education, ICT, digital competence, teacher trainingAbstract
The teaching digital competences (TDC) in these moments of exceptionality have been configured as an element of vital importance from the educational field, at any of its educational levels. Different studies show that students do not have the digital skills necessary to acquire their own training. The objective of the study is to know the acquisition of teaching digital competence in Infant Degree students during courses 19-20 and 20-21, considering as a variable the presence vs. virtue in their training. The instrument used was DigComEdu, administering pretest and posttest to both groups. The results obtained show statistically significant differences (99%) in all the dimensions analyzed, as well as globally; confirm that there is an increase in the level of competence after receiving specific training in technologies; and that the results obtained by group B (virtual) are lower than those obtained by group A (face-to-face). Training plans are advocated through global models such as the TPACK or the "TPeCS" adaptation, as well as the need to take advantage of the frameworks of digital teaching competencies established by different countries.
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