Palabras clave

Competencia digital, alfabetización digital, cursos en línea, MOOC, aprendizaje en línea, formación del profesorado, protección en línea, contenidos digitales

Resumen

A pesar de los esfuerzos realizados, aún existe una alarmante diferencia entre la competencia digital que tienen los profesores y la que deberían tener para desarrollar la competencia digital en sus alumnos. De especial preocupación es la carencia de formación del profesorado en uso seguro y responsable de las TIC. Los cursos en línea con formato MOOC reúnen todas las condiciones necesarias para ofrecer una posible solución a la ineludible y apremiante necesidad de formación inicial y continua del profesorado en esta área de la competencia digital. Sin embargo, no existe actualmente evidencia en la literatura sobre la efectividad de estos cursos para tal cometido. Este estudio examina la efectividad instruccional de los cursos con formato MOOC para la formación del profesorado en el uso seguro y responsable de las TIC mediante el análisis de tres cursos oficiales diferentes. Estos se analizaron empleando tres instrumentos diferentes: un cuestionario para medir la percepción de los participantes, pre-tests y pos-tests para medir los conocimientos adquiridos y el instrumento LORI (Learning Object Review Instrument) para medir la calidad de recursos educativos digitales creados por los participantes. Los resultados sugieren que los cursos en línea con formato MOOC constituyen una forma efectiva de formar al profesorado en el uso seguro y responsable de las TIC, y que estos cursos pueden ayudar al desarrollo de la competencia digital en el área de creación de contenidos.

Ver infografía

Referencias

Almerich, G., Suárez, J., Jornet, J., & Orellana, M. (2011). Las competencias y el uso de las tecnologías de información y comunicación (TIC) por el profesorado: estructura dimensional. Revista Electrónica de Investigación Educativa, 13(1), 28-42. http://bit.ly/2XOU7by

Link Google Scholar

Better Internet for Kids (Ed.) (2018). #SaferInternet4EU campaign and Safer Internet Day 2018: Public report on campaign activities and successes. https://bit.ly/2TmG5PL

Link Google Scholar

Castaño, C., Maiz, I., & Garay, U. (2015). Diseño, motivación y rendimiento en un curso MOOC cooperativo. [Design, Motivation and Performance in a Cooperative MOOC Course]. Comunicar, 22(44), 19-26. https://doi.org/10.3916/C44-2015-02

Link DOI | Link Google Scholar

Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education, 27(5), 607-624. https://doi.org/10.1080/1475939X.2018.1528997

Link DOI | Link Google Scholar

Chiappe-Laverde, A., Hine, N., & Martínez-Silva, J.A. (2015). Literatura y práctica: Una revisión crítica acerca de los MOOC. [Literature and practice: A critical review of MOOCs]. Comunicar, 22(44), 9-18. https://doi.org/10.3916/C44-2015-01

Link DOI | Link Google Scholar

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155

Link DOI | Link Google Scholar

Comisión Europea (Ed.) (2010). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones: Una agenda digital para Europa. https://bit.ly/2VLzmk3

Link Google Scholar

Comisión Europea (Ed.) (2018). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones sobre el plan de acción de educación digital. https://bit.ly/2YCsVwN

Link Google Scholar

De-La-Roca, M., Morales, M., Teixeira, A., Hernandez, R., & Amado-Salvatierra, H. (2018). The experience of designing and developing an edX’s MicroMasters program to develop or reinforce the digital competence on teachers. En Proceedings of the 2018 Learning With MOOCS conference (LWMOOCS 2018) (pp. 34-38). https://doi.org/10.1109/LWMOOCS.2018.8534697

Link DOI | Link Google Scholar

De-los-Arcos, B., Cirigottis, G. E., Egglestone, N., Farrow, R., McAndrew, P., Perryman, L.A.,…Weller, M. (2015). OER data report 2013-2015: Building understanding of open education. https://bit.ly/2U97WzM

Link Google Scholar

Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48-60. https://doi.org/10.1016/j.compedu.2018.10.019

Link DOI | Link Google Scholar

Diario Oficial de la Unión Europea (Ed.) (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). https://bit.ly/2JTJLDr

Link Google Scholar

Ey, L.A., & Cupit, C.G. (2011). Exploring young children’s understanding of risks associated with Internet usage and their concepts of management strategies. Journal of Early Childhood Research, 9(1), 53-65. https://doi.org/10.1177/1476718X10367471

Link DOI | Link Google Scholar

Falcó, J.M. (2017). Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón. Revista electrónica de investigación educativa, 19(4), 73-83. https://doi.org/10.24320/redie.2017.19.4.1359

Link DOI | Link Google Scholar

Fernández-Cruz, F.J., & Fernández-Díaz, M.J. (2016). Generation Z's teachers and their digital skills. [Los docentes de la Generación Z y sus competencias digitales]. Comunicar, 24(46), 97-105. https://doi.org/10.3916/C46-2016-10

Link DOI | Link Google Scholar

Fernández-Cruz, F.J., Fernández-Díaz, M.J., & Rodríguez-Mantilla, J.M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educXX1.17907

Link DOI | Link Google Scholar

Gamito, R., Aristizabal, M.P., Vizcarra, M.T., & Tresserras, A. (2017). La relevancia de trabajar el uso crítico y seguro de Internet en el ámbito escolar como clave para fortalecer la competencia digital. Fonseca, 15, 11-25. https://doi.org/10.14201/fjc2017151125

Link DOI | Link Google Scholar

Garmendia, M., Jiménez, E., Casado, M.A., & Marcheroni, G. (2016). Net Children go mobile: Riesgos y oportunidades en Internet y uso de dispositivos móviles entre menores españoles (2010-2015). https://bit.ly/2EeNiaI

Link Google Scholar

Gómez-Trigueros, I. M. (2017). El MOOC como recurso para la adquisición de la competencia digital en la formación de los maestros de educación primaria. Revista de Tecnología de Información y Comunicación en Educación, 11(1), 77-88. http://bit.ly/2ZpELuC

Link Google Scholar

Gordillo, A., Barra, E., & Quemada, J. (2014). Towards a learning object pedagogical quality metric based on the LORI evaluation model. En Proceedings of the 2014 Frontiers in Education Conference (FIE 2014) (pp. 3088-3095). https://doi.org/10.1109/FIE.2014.7044499

Link DOI | Link Google Scholar

Gordillo, A., Barra, E., & Quemada, J. (2017). An easy to use open source authoring tool to create effective and reusable learning objects. Computer Applications in Engineering Education, 25(2), 188-199. https://doi.org/10.1002/cae.21789

Link DOI | Link Google Scholar

Govender, I., & Skea, B. (2015). Teachers’ understanding of e-safety: An exploratory case in KZN South Africa. Electronic Journal of Information Systems in Developing Countries, 70(1), 1-17. https://doi.org/10.1002/j.1681-4835.2015.tb00505.x

Link DOI | Link Google Scholar

Gürer, M.D., & Y?ld?r?m, Z. (2014). Effectiveness of learning objects in primary school social studies education: Achievement, perceived learning, engagement and usability. Egitim ve Bilim, 39(176), 131-143. https://doi.org/10.15390/EB.2014.3714

Link DOI | Link Google Scholar

INTEF (Ed.) (2017a). Cinco años de evolución de la competencia digital docente. https://bit.ly/2Eeyp8e

Link Google Scholar

INTEF (Ed.) (2017b). Marco Común de Competencia Digital Docente. https://bit.ly/2BSzanb

Link Google Scholar

Johnson, L., Adams-Becker, S., Estrada, V., Freeman, A., Kampylis, P., Vuorikari, R.,…Punie, Y. (2014). Horizon report Europe: 2014 schools edition. https://doi.org/10.2791/83258

Link DOI | Link Google Scholar

Kaarakainen, M.T., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: A case study of students and teachers’ ICT skills in Finnish schools. Universal Access in the Information Society, 17(2), 349-360. https://doi.org/10.1007/s10209-017-0553-9

Link DOI | Link Google Scholar

Leacock, T.L., & Nesbit, J.C. (2007). A framework for evaluating the quality of multimedia learning resources. Educational Technology & Society, 10(2), 44-59. http://bit.ly/2F9IXqM

Link Google Scholar

Liyanagunawardena, T.R., Adams, A.A., & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455

Link DOI | Link Google Scholar

Mannila, L., Nordén, L.Å., & Pears, A. (2018). Digital competence, teacher self-efficacy and training needs. En Proceedings of the 2018 ACM Conference on International Computing Education Research (ICER ’18) (pp. 78-85). https://doi.org/10.1145/3230977.3230993

Link DOI | Link Google Scholar

Ministerio de Educación, Cultura y Deporte. (2015). Orden ECD/65/2015. http://bit.ly/2XOVyGY

Link Google Scholar

Napal, M., Peñalva-Vélez, A., & Mendióroz, A.M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104-115. https://doi.org/10.3390/educsci8030104

Link DOI | Link Google Scholar

Ortega-Sánchez, D., & Gómez-Trigueros, I.M. (2019). Massive open online courses in the initial training of social science teachers: Experiences, methodological conceptions, and technological use for sustainable development. Sustainability, 11(3), 578-588. https://doi.org/10.3390/su11030578

Link DOI | Link Google Scholar

Pérez-Escoda, A., Castro-Zubizarreta, A., & Fandos-Igado, M. (2016). Digital skills in the Z Generation: Key questions for a curricular introduction in primary school. [La competencia digital de la Generación Z: Claves para su introducción curricular en la Educación Primaria]. Comunicar, 24(49), 71-79. https://doi.org/10.3916/c49-2016-07

Link DOI | Link Google Scholar

Pusey, P., & Sadera, W.A. (2011). Cyberethics, cybersafety, and cybersecurity: Preservice teacher knowledge, preparedness, and the need for teacher education to make a difference. Journal of Digital Learning in Teacher Education, 28(2), 82-85. https://doi.org/10.1080/21532974.2011.10784684

Link DOI | Link Google Scholar

Ramírez-Montoya, M.S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364. https://doi.org/10.1016/j.chb.2017.09.010

Link DOI | Link Google Scholar

Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Luzembourg: EU Publications. https://doi.org/10.2760/159770

Link DOI | Link Google Scholar

Røkenes, F.M., & 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. http://bit.ly/2Rgk5SZ

Link Google Scholar

Sánchez-Elvira, A., & Santamaría-Lancho, M. (2013). Developing teachers and students’ digital competences by MOOCs: The UNED proposal. Proceedings of the 2013 Open and Flexible Higher Education Conference (pp. 362-376). http://bit.ly/2XmEDyQ

Link Google Scholar

Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E-safety and Web 2.0 for children aged 11-16. Journal of Computer Assisted Learning, 25(1), 70-84. https://doi.org/10.1111/j.1365-2729.2008.00304.x

Link DOI | Link Google Scholar

Shin, S.-K. (2015). Teaching critical, ethical and safe use of ICT in pre-service teacher education. Language Learning & Technology, 19(1), 181-197. https://doi.org/10125/44408

Link DOI | Link Google Scholar

Siemens, G. (2013). Massive open online courses: Innovation in education? In R. McGreal, W. Kinuthia, & S. Marshall (Eds.), Open Educational Resources: Innovation, research and practice (pp. 5-16). Commonwealth of Learning, Athabasca University. http://bit.ly/2RhB5bs

Link Google Scholar

Suárez-Rodríguez, J.M., Almerich, G., Díaz-García, I., & Fernández-Piqueras, R. (2012). Competencias del profesorado en las TIC. Influencia de factores personales y contextuales. Universitas Psychologica, 11(1), 293-309. https://doi.org/10.11144/Javeriana.upsy11-1.cpif

Link DOI | Link Google Scholar

Tsvetkova, M.S. (2016). The ICT competency MOOCs for teachers in Russia. Olympiads in Informatics, 10, 79-92. https://doi.org/10.15388/ioi.2016.special.09

Link DOI | Link Google Scholar

UNESCO (Ed.) (2011). UNESCO ICT competency framework for teachers. https://bit.ly/2V9TuYC

Link Google Scholar

Van-Deursen, A., & Van-Dijk, J. (2011). Internet skills and the digital divide. New Media and Society, 13(6), 893-911. https://doi.org/10.1177/1461444810386774

Link DOI | Link Google Scholar

Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. International Review of Research in Open and Distributed Learning, 17(2), 198-221. https://doi.org/10.19173/irrodl.v17i2.2448

Link DOI | Link Google Scholar

Vuorikari, R., Punie, Y., Carretero, S., & Van-den-Brande, L. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: the conceptual reference model. European Commission. Luxembourg: EU Publications. https://doi.org/10.2791/11517

Link DOI | Link Google Scholar

Crossmark

Ficha técnica

Recibido: 26-02-2019

Revisado: 28-04-2019

Aceptado: 10-05-2019

First Online: 15-07-2019

Fecha publicación: 01-10-2019

Tiempo de revisión del artículo : 60 días | Media tiempo revisión número 61: 42 días

Tiempo de aceptación del artículo: 72 días | Media tiempo aceptación número 61: 78 días

Tiempo de edición del preprint: 171 días | Media tiempo edición número preprint 61: 177 días

Tiempo de edición del artículo: 216 días | Media tiempo edición número 61: 222 días

Métricas

Métricas de este artículo

Vistas: 14083

Lectura del abstract: 12250

Descargas del PDF: 1833

Métricas completas de Comunicar 61

Vistas: 181360

Lectura del abstract: 153479

Descargas del PDF: 27881

Citado por

Citas en Web of Science

Guillen-Gamez, Francisco D.; Ruiz-Palmero, Julio; Sanchez-Rivas, Enrique;. ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender EDUCATION AND INFORMATION TECHNOLOGIES , 2020.

https://doi.org/10.1007/s10639-020-10176-6

Ortega-Sanchez, Delfin; Gomez-Trigueros, Isabel Maria;. MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model IEEE ACCESS , 2020.

https://doi.org/10.1109/ACCESS.2019.2963314

Romero-Rodriguez, Luis M.; Soledad Ramirez-Montoya, Maria; Aguaded, Ignacio;. Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses SUSTAINABILITY , 2020.

https://doi.org/10.3390/su12072893

Marin, Victoria I.; Carpenter, Jeffrey P.; Tur, Gemma;. Pre-service teachers' perceptions of social media data privacy policies BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY , 2020.

https://doi.org/10.1111/bjet.13035

Okoye, Kingsley; Arrona-Palacios, Arturo; Camacho-Zuniga, Claudia;. Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION , 2020.

https://doi.org/10.1186/s41239-020-00224-z

Boumadan, Moussa; Soto-Varela, Roberto; Ortiz-Padilla, Myriam;. What Factors Determine the Value of an Online Teacher Education Experience from a Teacher's Perspective? SUSTAINABILITY , 2020.

https://doi.org/10.3390/su12198064

Gomez-Galan, Jose; Lizaro-Perez, Cristina; Angel Martinez-Lopez, Jose;. Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study EDUCATION SCIENCES , 2020.

https://doi.org/10.3390/educsci10090215

Citas en Scopus

Ortega-Sanchez, D., Gomez-Trigueros, I.M. . MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model), IEEE Access, .

https://doi.org/10.1109/ACCESS.2019.2963314

Guillén-Gámez, F.D., Ruiz-Palmero, J., Sánchez-Rivas, E., Colomo-Magaña, E. . ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender), Education and Information Technologies, .

https://doi.org/10.1007/s10639-020-10176-6

Romero-Rodríguez, L.M., Ramírez-Montoya, M.S., Aguaded, I. . Determining factors in MOOCs completion rates: Application test in energy sustainability courses), Sustainability (Switzerland), .

https://doi.org/10.3390/su12072893

Marín, V.I., Carpenter, J.P., Tur, G. . Pre-service teachers’ perceptions of social media data privacy policies), British Journal of Educational Technology, .

https://doi.org/10.1111/bjet.13035

Okoye, K., Arrona-Palacios, A., Camacho-Zuñiga, C., (...), Escamilla, J., Hosseini, S. . Impact of students evaluation of teaching: a text analysis of the teachers qualities by gender), International Journal of Educational Technology in Higher Education, .

https://doi.org/10.1186/s41239-020-00224-z

Boumadan, M., Soto-Varela, R., Poyatos-Dorado, C., Ortiz-Padilla, M. . What factors determine the value of an online teacher education experience from a teacher’s perspective?), Sustainability (Switzerland), .

https://doi.org/10.3390/su12198064

Gómez-Galán, J., Lázaro-Pérez, C., Martínez-López, J.Á., López-Meneses, E. . Measurement of the MOOC phenomenon by pre-service teachers: A descriptive case study), Education Sciences, .

https://doi.org/10.3390/educsci10090215

Bonilla-Del-Río, M., Castillo-Abdul, B., Civila, S. . Impact of the MOOCx's conventional educational design), Sustainability (Switzerland), .

https://doi.org/10.1145/3434780.3436654

Gordillo, A., Barra, E., Garaizar, P., Lopez-Pernas, S. . Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence), Revista Iberoamericana de Tecnologias del Aprendizaje, .

https://doi.org/10.1109/RITA.2021.3052686

Citas en Google Scholar

Romero-Rodríguez, L. M., Ramírez-Montoya, M. S., & Aguaded, I. (2020). Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses. Sustainability, 12(7), 2893.

https://www.mdpi.com/2071-1050/12/7/2893

Ramírez-Montoya, M. S., Romero-Rodríguez, L. M., & Aguaded, I. Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses.

https://repositorio.tec.mx/handle/11285/636325

Ortega-Sánchez, D., & Gómez-Trigueros, I. M. (2019). MOOCs and NOOCs in the Training of Future Geography and History Teachers: A Comparative Cross-Sectional Study Based on the TPACK Model. IEEE Access, 8, 4035-4042.

https://ieeexplore.ieee.org/abstract/document/8946624/

Murillo, E. B. (2020). MOOC y Educación Basada en Competencias: Alternativas para la Educación del siglo XXI. Revista DIM: Didáctica, Innovación y Multimedia, (38), 10.

https://ddd.uab.cat/pub/dim/dim_a2020n38/dim_a2020n38a10.pdf

Galán, J. G. LOS CURSOS MOOC COMO RECURSO EN LOS PROCESOS INTERNACIONALES DE COOPERACIÓN AL DESARROLLO EDUCATIVO.

https://www.eumed.net/actas/20/desarrollo-empresarial/20-los-cursos-mooc-como-recurso.pdf

Murillo, E. B. (2020). MOOC y educación basada en competencias. DIM: Didáctica, Innovación y Multimedia, (38).

https://www.raco.cat/index.php/DIM/article/view/371583

Gómez-Galán, J., Lázaro-Pérez, C., Martínez-López, J. Á., & López-Meneses, E. (2020). Measurement of the MOOC phenomenon by pre-service teachers: A descriptive case study. Education Sciences, 10(9), 215.

https://www.mdpi.com/2227-7102/10/9/215

Gordillo, A. G., López-Pernas, S. L. P., Barra, E. B., Gordillo, A., López-Pernas, S., & Barra, E. (2019). Effectiveness of MOOCs for teachers in safe ICT use training. Comunicar. Media Education Research Journal, 27(2).

https://www.scipedia.com/public/Gordillo_et_al_2019a

Guillén-Gámez, F. D., Ruiz-Palmero, J., Sánchez-Rivas, E., & Colomo-Magaña, E. (2020). ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender. Education and information technologies, 25(5), 4575-4589.

https://link.springer.com/article/10.1007/s10639-020-10176-6

Boumadan, M., Soto-Varela, R., Ortiz-Padilla, M., & Poyatos-Dorado, C. (2020). What factors determine the value of an online teacher education experience from a teacher’s perspective?. Sustainability, 12(19), 8064.

https://www.mdpi.com/2071-1050/12/19/8064

Marín, V. I., Carpenter, J. P., & Tur, G. (2020). Pre‐service teachers’ perceptions of social media data privacy policies. British Journal of Educational Technology, e13035.

https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13035

Okoye, K., Arrona-Palacios, A., Camacho-Zuñiga, C., Hammout, N., Nakamura, E. L., Escamilla, J., & Hosseini, S. (2020). Impact of students evaluation of teaching: A text analysis of the teachers qualities by gender. International Journal of Educational Technology in Higher Education, 17(1), 1-27.

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-00224-z

Gordillo, A., Barra, E., Garaizar, P., & López-Pernas, S. Use of a Simulated Social Network as an Educational Tool to Enhance Teacher Digital Competence.

#EANF#

Diez-Martínez, E., & Morales-Velasco, R. A. (2020). Codiseño de Objetos de Aprendizaje OA como estrategia de capacitación a docentes de Educación Superior. Edutec. Revista Electrónica De Tecnología Educativa, (74), 114-126.

https://www.edutec.es/revista/index.php/edutec-e/article/view/1765

Descarga

Métricas alternativas

Cómo citar

Gordillo, A., López-Pernas, S., & Barra, E. (2019). Effectiveness of MOOCs for teachers in safe ICT use training. [Efectividad de los MOOC para docentes en el uso seguro de las TIC]. Comunicar, 61, 103-112. https://doi.org/10.3916/C61-2019-09

Compartir

           

Apartado de Correos 527

21080 Huelva (España)

Administración

Redacción

Creative Commons

Esta web utiliza cookies para obtener datos estadísticos de la navegación de sus usuarios. Si continúas navegando consideramos que aceptas su uso. +info X