Identificador: TDX:4456
Autores: Sanz Benito, Iván
Resumen:
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.
Repositori URV