Inclusión digital en la educación: el aprendizaje-servicio como estrategia formativa para futuros docentes

Identificador:  imarina:9435361

Handle: https://hdl.handle.net/20.500.11797/imarina9435361

Autores:  Lázaro Cantabrana, José Luis / Molero Aranda, Tania

Resumen:
The use of digital technologies in schools can either enhance access to information or create barriers. Therefore, the training of future teachers must include strategies to develop digital teaching competence (DTC) to promote equity and inclusion. The presented proposal connects the university with various schools to foster DTC, focusing on digital inclusion according to the COMDID framework. This service-learning experience was conducted over three academic years (2021-24) with 99 students from the double degree in Early Childhood and Primary Education at the University Rovira i Virgili and 60 teachers from schools in various localities. The proposal focuses on creating inclusive digital materials and contextualizing educational content. At the end of the process, students self-assess their competence levels while teachers evaluate them, and both groups answer questions about their satisfaction with the experience. The results show that combining theory and practice enhances training quality and participant engagement. The best-rated competences are teamwork, coordination, and effective communication. Finally, the training experience was considered innovative and beneficial for initial teacher education.