La inclusión digital en la formación inicial del alumnado de educación infantil y primaria: Una estrategia formativa en la universidad

Identifier:  TDX:4456

Handle: https://hdl.handle.net/20.500.11797/TDX4456

Authors:  Sanz Benito, Iván

Abstract:
Como conclusiones, se observa que, a pesar de la importancia que otorgan los diferentes organismos educativos al valor de formar en inclusión digital, son números los planes de formación del profesorado que no contemplan un trabajo sistematizado y secuencial de esta competencia. Además, se ha podido comprobar como evaluar experiencias de esta naturaleza bajo diferentes puntos de vista (universidad, centros educativos y alumnado), ayuda a superar posibles deficiencias que pueden aparecer al realizar la evaluación bajo el único criterio del profesorado universitario. The study is developed under the educational design research method (Van den Akker et al., 2006). The general objectives (GO) are twofold: GO1 proposes to design and implement the initial proposal of the training strategy, while GO2 proposes to analyse the impact produced by the training, to carry out the necessary iterative cycles to achieve the final product. The study sample consisted of two cohorts of university students (n=67), practising teachers (n=40) from educational centres (n=7) in Catalonia and teaching staff from the Department of Pedagogy (n=5) at the Rovira i Virgili University. The results obtained show that, 1) digital inclusion appears frequently in educational documentation, where it is considered as a competence that needs to be worked on during initial teacher training, although this is not always the case; 2) at the end of the training strategy, university students, who are in the second year of their degree, show a higher level of CDD and digital inclusion than that required at the end of their university studies; and; 3) the satisfaction results shown by students and teachers after completing the training strategy are, in general, positive (above 8 out of 10), and they consider that the activities they have participated in are adequate for initial teacher training.