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Digital competence, digital literacy, online courses, MOOC, online learning, teacher education, online protection, digital contents
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
Better Internet for Kids (Ed.) (2018). #SaferInternet4EU campaign and Safer Internet Day 2018: Public report on campaign activities and successes. https://bit.ly/2TmG5PL
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
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
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
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
INTEF (Ed.) (2017a). Cinco años de evolución de la competencia digital docente. https://bit.ly/2Eeyp8e
INTEF (Ed.) (2017b). Marco Común de Competencia Digital Docente. https://bit.ly/2BSzanb
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
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
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
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
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
Ministerio de Educación, Cultura y Deporte. (2015). Orden ECD/65/2015. http://bit.ly/2XOVyGY
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
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
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
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
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
Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Luzembourg: EU Publications. https://doi.org/10.2760/159770
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
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
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
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
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
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
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
UNESCO (Ed.) (2011). UNESCO ICT competency framework for teachers. https://bit.ly/2V9TuYC
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
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
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