See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/301914474

How do teachers develop Digital Competence in their students?

Appropriations, problematics and perspectives

Conference Paper · November 2015

DOI: 10.1109/SIIE.2015.7451645

CITATIONS READS

6 1,483

3 authors:

Jesús Plaza de la Hoz Juan García-Gutiérrez

Universidad Internacional de La Rioja National Distance Education University
19 PUBLICATIONS 118 CITATIONS 102 PUBLICATIONS 225 CITATIONS

SEE PROFILE SEE PROFILE

Daniel Moreno Mediavilla

Universidad Internacional de La Rioja
29 PUBLICATIONS 569 CITATIONS

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Tecnologías y educación: apropiaciones y perspectivas de los protagonistas View project

Desarrollo de proyectos de aprendizaje-servicio virtual en la educación superior View project

All content following this page was uploaded by Jesús Plaza de la Hoz on 10 June 2016.

The user has requested enhancement of the downloaded file.

 How do teachers develop Digital Competence
in their students?
Appropriations, problematics and perspectives

Jesús Plaza-de-la-Hoz Juan García-Gutiérrez

Departamento de Sociología Departamento de Teoría de la Educación
Universidad Internacional de la Rioja y Pedagogía Social
España UNED
[email protected] España
[email protected]

Daniel Moreno-Mediavilla
Departamento de Didáctica
Universidad Internacional de la Rioja
España
[email protected]

Abstract—The presence of Information and and cross-sectional competences training is underlined1.

Communication Technology (ICT) in classrooms is a well- The first sentence of the Communication is clear in this
known fact. Our knowledge society, the fast development of sense: “Investment in education and training for skills is
these technologies and, as a consequence, their diversified essential to boost growth and competitiveness”2. The
applications all over the daily life turn them into essential concern is not a new one. In 2007 the European
tools for education world too. Commission put forward the Communication “Electronic
skills for the 21st century” (COM, 2007), with the concern
In this regard, the attitudes, ideas and expectations of
about the lack of training in jobs associated with ICT3. As
teachers, what they think and do about ICT, become
the last report declared: “The capability of European
crucial. This paper is part of a larger qualitative study
related to categories and forms of ownership of ICT by
enterprises to compete and evolve at the beginning of the
teachers. The aim is to gain insight into the recent literature 21st century is becoming increasingly dependent on the
about “Digital Competence” as a key competence in innovative and effective use of new information and
European Commission (2006), and their further communication technologies (ICT)”. (COM, 2014). In
development through DIGCOMP project, in order to 2006 several “key competences”, and specifically “digital
identify the acquisitions of knowledge and abilities for their competence” had already been identified. In European
full implementation. area they are defined as a “combination of knowledge,
skills and attitudes appropriate to the context. They are
Secondly, after a state of the art’s review, two
responsibility areas for the teachers themselves will be
briefly exposed. This areas stem from a qualitative research 1
Cfr. Measuring Digital Skills across the EU: EU wide indicators of
developed with compulsory secondary education teachers Digital Competence. Retrieved from
about “forms of ownership of ICT” (courses 2013/15). We http://ec.europa.eu/information_society/newsroom/cf/dae/document.cf
will see how the concept of responsibility turns up as the m?doc_id=5406 (10/6/2015). The following reports are interesting too:
key element to face possibilities and problems caused by the Survey of Schools: ICT in Education. Benchmarking Access, use and
attitudes to technology in Europe’s schools. Retrieved from
Internet and ICT along their teaching task.
https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-
401-EN-N.pdf (10/6/2015) and the Report Digital Competences in the
Keywords—responsibility; digital competence; secondary Digital Agenda. Retrieved from https://ec.europa.eu/digital-
teachers; New Technologies; teaching appropriation. agenda/sites/digital-agenda/files/scoreboard_digital_skills.pdf
(10/6/2015).
2
And the text carries on: “European education and training systems
continue to fall short in providing the right skills for employability, and
I. DIGITAL COMPETENCE. EUROPEAN FRAMEWORK are not working adequately with business or employers to bring the
learning experience closer to the reality of the working environment”.
The European Digital Agenda is setting the course on (p. 2)”. COM (2012) 371 final, de 20.11.2012.
3
educational actions (included in Pillar 6) related to the More recently, it is shown that the more domain of cyber skills those
promotion of digital literacy and inclusion (p. 28 y ss.). In countries had, the higher score obtained in innovation and
competitiveness indexes (such as Connectivity Index, that meassures
the initiative “A new concept of education” (Rethinking
the economies skills to use ICT in order to increase their
Education, COM, 2012) the significance about a basic competitiveness and development).
essential for all individuals in a knowledge-based responsibility and self-sufficiency, as well as intercultural
society”4. respect.
In particular, digital competence entails two As a result of these reports the importance of safety
dimensions: a dimension or use level related to safety; ant its control inside and outside the classrooms is pointed
and an ethic dimension witch has to do with critical out.
thinking (sense level). As it is said in the
Recommendation quoted, “digital competence involves We can focuse on PISA 2009 and EUROSTAT 2010
the confident and critical use of information Society results, in which it was tested how most of the students
technology (IST) for work, leisure and communication: from 15 to 20 years of age use the Internet at home, while
the use of computers to retrieve, assess, store, produce, only a half uses it at school or in the library study. These
present and exchange information, and to communicate findings highlight another very important aspect, that the
and participate in collaborative networks via the Internet”. majority of students admit to acquire proper ICT skills
In this way, not only is basic knowledge founded, but also either by their own, or by means of exchange with their
attitudes and skills associated with it: peers.

Knowledge - of the nature, role and opportunities of IST in

As it is said by Sefton-Green et al. (2009) Digital
everyday contexts: in personal and social life as Competence acquisition goes beyond academic area and
well as at work clearly modifies conceptions about literacy and learning,
- main computer applications such as word moving on an extra-academic context. They argue the
processing, spreadsheets, databases, information digital literacy concept is better to be analyzed in the
storage and management
- of the opportunities and potential risks of the
intersection between formal and informal learning areas.
Internet and communication via electronic media Other authors such as Lankshear and Knobel (2008)
- how IST can support creativity and innovation
- of issues around the validity and reliability of
suggest as necessary a socio-cultural view over digital
information available and of the legal and ethical literacy, due to the fact that constant change in its use is
principles involved in interactive use of IST not included at the same pace in official definitions. They
Skills - to search, collect and process information reckon as urgent to take into account the inclusion of
- to use information in a critical and systematic daily practices such as social-nets management or even
way online purchases.
- to distinguish the real from the virtual
- to use tools to produce, present and understand When it comes to define the digital competence we
complex information must consider that not only does it affect an only field of
- to access internet-based services
- to use IST to support critical thinking, creativity,
activity, but also it connects the rest of competences and
and innovation so incontable fields of daily life: the ability to understand
Attitudes - a critical and reflective one towards information the mass media, the aptitude for searching and selecting
- a responsible use of interactive media information, or the talent for communicating with
- an interest in engaging in communities and everybody via different devices or social networking.
networks for cultural, social or professional You cannot leave out that digital competence prepare for
purposes
interacting in a general way in a new real context like
cyberspace.
After this first approach established in 2006 it was In this way, DIGCOMP project from European
necessary to achive a definition of Digital Competence in Commission has managed to widen Digital Competence
a more accomplished and efficient way. Along 2011 and definition, establishing 21 competences classified in five
2012 a deep study was developed, inspired by the main areas describing digital competence:
European Commission, looking for complementary 1. Information: identify, locate, retrieve, store,
aspects such as the identification of key components of organize, analyze digital information, according to their
Digital Competence and the determination of descriptors relevance and purpose.
to asses it properly: DIGCOMP.
2. Communication: communicate in digital contexts,
In so doing, not only are a better use of skills and share resources with online skills, connect with others and
informatics applications taken into account, but also the collaborate by means of digital skills, interact and take
improvement of knowledge and advanced attitudes. In the part in communities and networks, intercultural
end the use of these tools does not deal exclusively with awareness.
academic level, but it spreads over the student daily life.
3. Content-creativity: create and edit new contents
The aim would be to increase the initial definition of (text processing for images and video); integrate and
Digital Competence in order to include other key aspects, remake previous knowledges and contents; produce
such as information management, learning and solving creative expressions, multimedia products and
problems and meaningful participation; and mainly the programming; address and apply intellectual property
use attitudes including critical ability, creativity, rights and licences.
4. Safety: personal protection, data protection, digital
4
See the recommendation of the European Parliament 2006/962/CE identity protection, safety measures, sustainable and safe
and the Council of the European Union 18/12/2006, about key use.
competences for permanent learning; and above all their attached: “The
Key Competences for Lifelong Learning - A European Framework”.
 5. Solving problems: identify needs and digital primarily mechanic one focused on the results (Jordán,
resources, take informed decisions about which are most 2011). We need to perform the meaning of these tools, to
appropriate digital skills according to the objective or provide new pedagogical engineering with critical ability,
necessity, solve conceptual problems with digital tools in with values and moral responsibility in order to foster
a creative way, solve technical problems, update the own more engaged participation and collaborative learning
competences and those from the rest. (Ricoy, Sevillano y Feliz, 2011); those would be the
required skills for higher education students.
II. EXPLORING DEVEOLPMENT DIRECTIONS OF DIGITAL
COMPETENCE In conclusion, it would be very advisable to add a
critical responsibility in the teaching-learning process, in
The ICT presence in classrooms becomes established such a way that personal practices spread out through
these days. Our information society shows its different student body play their role in teaching tasks, because of
applications all over the social communal living. And not “teaching by telling” has already change into “learning by
only is it so because today students manage ICT in a doing” (Marín, Vázquez and Cabero, 2012); and so
natural way and as a part of their identity –digital natives- renovating roles and restructuring shared beliefs will be
up to the point of living hooked on social networks inevitable.
(Marín Díaz et al., 2012), but also the teaching-learning
process itself is affected by both, their potentialities and B. Educational understanding of ICT
transformations they entail: new teacher and student’s Beliefs in their own ability and pre-existing culture
roles, flexibility of the flow and orientation of knowledge, usually slow down the change toward a more pedagogical
need of continous training to adapt to changes (Montero, and meaningful ICT use (Area, 2010; Gewerc and
2012); in conclusion, a ICT (re)appropriation becomes Montero, 2013); and again innovation will require a
urgent from a pedagogy of responsibility (García- reflexive and critical factor, appropriate counsel and
Gutiérrez, 2013). support. For instance, Ruiz and Sánchez research (2012)
In the direction of this question many researches noticed the teachers belief in a bad ICT use from students
about the ICT use young people make are developed last –which has not been confirmed yet-; while students tend
years, about their implementation in education systems, to reckon that learning becomes easier with ICT –which
the need to assess their efficiency impact (Gil, 2011) and, is not always true either--. On the other hand, motivation,
along these lines, what pedagogical changes should be commitment and participation were strengthened, as other
advisable to overcome in order to fit them pedagogically researchs have shown (Area, 2010).
in this new socioeducational context. Consequently, more than giving priority to supply
A. Theacher’s role regarding ICT resources, structural changes are needed in order to stir up
new beliefs and attitudes amongst teachers; frequently
Many researchers have noticed how teachers represent they only have accepted them in a theoretical way
a key function, as main change and resistence agents (admitting ICT as a motivational tool, for reinforcing, for
related to innovations (Hargreaves, 2010; Ertmer & adaptation to different learning rhythms, as a help to
Ottenbreif-Leftwich, 2010; Lee & Yin, 2011; Román & autonomous learning, etc.), as Valverde, Garrido and
Murillo, 2012; Murillo & Martínez-Garrido, 2013; Sosa (2010) have pointed out. And that because teachers
Puentes & al., 2013, among others). Hence we can beliefs aimed at practices (about their own digital
differenciate some interconnected areas of special competence and perception of their ability) determine the
relevance for recently published works. Digital kind of ICT use they perform in classroom (Ramírez,
competences of teachers; their pedagogical competences;
Cañedo y Clemente, 2012); the older the teacher is, the
the teachers’ beliefs about new technologies; the less educational worth gives to the tool and the less digital
education team profiles according with those competence reckons they have, and all of them stem from
technologies; and the responsibility for fostering a low training too.
collaborative learning.
This kind of differences also exits among higher
It is still urgent the teaching action, but right now not students in process and younger teachers on the one hand,
only must it be addressed to give solutions, but above all and those with a larger professional practice on the other.
to bring up the issues and make students to be responsible So, the significance of inner factors becomes crucial:
for their own learning. Therefore a simply technical essential motivation, student-centered beliefs, knowdelge
training is insufficient, because of the fact that developing about a pegagogical ICT use, and critical thought, in
new education theories suitable for new hybrid contexts is order to assign them to educational process, as many
an unresolved matter (Domínguez, 2011). So motivations international studies have displayed (Ertmer et al, 2012;
for a real educational innovation with ICT should be Guzey and Roehrig, 2012). Therefore there is still
ethical and personal as much as practical (Valverde, apprehension at a culture like ours in which knowledge,
Fernández and Revuelta, 2013); i.e., as a consequence of ideas and information tend to be transmitted by images
the responsibility for a meaning use on behalf of teachers. more than by written word (Montero, 2012).
And the reason is that education entails emotional
practices beyond technical competence (Hargreaves, C. Educational profiles related to ICT
1998). So along the teaching-learning process, which in
general is addressed to the person, the ethical and Innovation along with beliefs and attitudes changes
emotional context must be the fundamental aspect to requires altering roles. In effect, technologies themselves
consider; the ICT emergence with their technical charge have forced a transformation of teaching profiles by the
could become a danger of modifying the process into a hand of a previous intense and vast change (Ortega,
2011). Information society creates a different space of teacher’s role as a guide, increase in responsibility and
professional action, with ICT as a pedagogical tool at cooperation, and the involvement of all.
hand, but in need of technical competence and strategic
innovation: a challenge for a new teaching profile III. THE ICT EDUCATIONAL (RE)APPROPIATION. A
QUALITATIVE RESEARCH FOR A HOLISTIC
(Touriñán, 2004); taking into account advantages and
downsides of ICT that sort of teaching must contribute to COMPREHENSION OF DIGITAL COMPETENCE
human development, give opportunities and join school In conclusion, the analysis of recent studies on the
with our current society (Ortega, 2011). subject shows the need for further reflection on the new
pedagogical-didactic model, to guide on the purpose of
Cañada (2012) differenciates four among posible having a progressive dematerialization of the classrooms
profiles, depending on what kind of learning theory you (Garcia-Gutierrez, 2015), beyond an instrumental
follow, aimed at transmission or at change, from teacher- orientation, to direct efforts towards the (cyber)
centered to learner-centered; and that relies on teaching empowerment of the future citizens of our "network
training to give pedagogical sense to ICT use. An ideal society".
profile (Ruiz et al., 2010) should include planning and
cooperation knowledge, personal and educational skills, Some of the results are added to this conclusion of our
and besides a personality that “really believes”, qualitative research on appropriations of technology by
“unconditionally persues”, “works in a collaborative teachers of ESO, in schools of different communities of
way”, “keeps their involvement” and “changes their the state5.
mentality” towards “a positive disposition”.
The research is based on the Grounded Theory, taking
In this way, other authors (Tirado y Aguaded, 2014) into account the theoretical approaches discussed above
distinguish between socio-reforming, opposite to on digital skills and teaching role. The information was
technology, critical and humanist beliefs; and so three collected through focus groups; while analysis of the
profiles become drawn up (socio-reforming, moderate results was performed using ATLAS.ti.
and lacking of opinion). Having said that, only the socio-
The seven groups were composed of heterogeneous
reforming profile uses intensively ICT and could
groups of teachers (age, sex and specialty). In addition,
innovate, in spite of the possibility of turning into purely
they had between 4 and 7 teachers of ESO each one, and
technophile teacher if they do not add reflexion and
came from 4 CCAA, both public and concerted schools.
critical responsibility to their practices.
The study was based on questions about technical use
First of all an ICT responsible use needs structures of issues and ethical challenges about ICT in classrooms.
schools adapted to collaborative construction models to
The results of the research, as summarized below,
improve learning (Fernández and Álvarez, 2009), what
have enabled us to observe the problems in the way
means rethinking the global school sense. Thus teachers
teachers do and how they understand them in order to
without an adequate understanding of the required change
guide students on the use of ICT. Also, how teachers
keep at a technological use level which is compatible with
assume educational responsibility towards ICT and
the same old habits. These authors encourage to develop
elaborate the meaning of what they consider to be their
three dimensions of responsibility: the political one about
digital competence.
new aims and functions, the institutional one about
necessary conditions, and the individual one in order to a A. Normalization and ICT problems in education
change of mentality.
ICTs are here to stay. Teaching without any use of
Along the same lines, and according to a ICT does not arise. Beyond being considered for or
socioconstructivist model, Díez (2011) go for modifying against, teachers understand the use of technology in the
teacher training in order to transform traditional teaching classroom as a normal one. "In our role as teachers we
in a more collaborative and pedagogically designed one. must teach students to use information they have in their
This collaborative learning requires, besides a more hand", said one of the teachers. Some of them even goes
qualified ICT knowledge –which is already a fact in many further: "you have to give students the idea that the
schools-, a change in teaching conceptions, in the light of information does not become knowledge until you
the high ICT potentiality for collaborative work elaborate it".
(Valcárcel, Basilotta and López, 2014).
However, all of them agree on pointing to the
These last authors we have just referred to recognise problematic area associated with the uses the Internet and
the difficulties we confront with: increasing of job and ICT have. For instance, and as a protective measure taken
time needed, individualism produced, the path of least in some cases, one of them pointed out that "when first
resistance, complexity of the control and assessment of computers arrived the Internet access was forbidden."
the results. A previous filed study (Aguaded, Pérez y This is a chance to achieve some security but certainly not
Monescillo, 2010) made clear how ICT massive spread in the most educational. One of the most problematic areas
a specific context, such as Andalucía, needed to overtake mentioned, is related to the search and processing of
the technical and instrumental level towards an
integrationist education. And even so after getting over
the first complementary inclination tipycal of traditional 5
This work belongs to the Research Project “Encouragement of the
habits (such as information searching support or civic and ethical learning on the Internet, politics, family and school”,
reinforcement), they could already perceive some developed by the Research Group “The Educational Practice as
Action”, Plan Propio de Investigación, Desarrollo e Innovación de la
improvements: rise in self-sufficiency, changes in UNIR.
information because, as explained by one of the teachers: IV. CONCLUSIONS
"They [students] assume that all the information is free The concern shown by European institutions on ICT
and there is no copyright. They think that everything can education responds to the fact of recent social changes as
be put everywhere". revealed in various forms: information society, network
This direction would rather be knowledge-oriented, society, knowledge society, technological society, global
that is, how teachers are able to transmit the information society, etc. Therefore educational advancement lines
processing that it is obtained from the Internet. And we mentioned by the Commission include, in its Digital
are also facing another area focused on identity Agenda, the need to invest in ICT training and
development in online context. While the first level could empowering citizens to a new society that increasingly
be thought of as more strictly educational because it deals demands high technology skills. The latter affects the safe
with the development of the activities and work that use of technology, and its ethical management:
teachers tell students to perform, the second approach knowledge, skills and attitudes.
may seem far removed from the teacher’s task as In this context the key skills, among which is the
apparently it is in "no man's land". And the reason is digital one, are developed. The DIGCOMP project brings
because that behaviour is carried out or established in together descriptors that allow you to implement the key
chats and social networks that can be, certainly, seen as a components of digital competence, pointing to 21
"foreign" context from the school. However, also in this competences derived. Thus along with the theoretical use
area teachers identified some problems as, for example, of the new context it is required to advance in
"they use it to insult each other" or "they create ad hoc management, problem solving and meaningful
profiles separate from personal profiles on social participation, ensuring a critical, creative, autonomous
networks." and responsible use of ICT. Since we talk about a cultural
B. The proper comprehension of Digital Competence change that affects the whole everyday life.
Secondly, teachers have also assumed their This paper took as an hypothesis the need to explore
responsibility for the information students are searching the necessary educational areas, beyond the strictly
for online, especially in relation to school or academic instrumental ones, to the development of digital literacy;
world. Again the instrumental dimension of digital and concluded that, indeed, the teachers are who develop
competence highlights, more related to the selection of a meaning of the ICT problems that appear. In the recent
information. At this point some teachers express also a research it is shown that kind of change in the teacher’s
certain dose of self-criticism, as one of them relates: "We role; as being the reference model in the educational
do not teach students ways to find information and the relationship, is also crucial: their beliefs, attitudes, level
best ways to access and interpret it." But they also convey of awareness, etc. The technical load of the new
important elements, as indicated by another teacher: instruments goes beyond their usability, encouraging
"Respect always the authorship of the information you teachers in ethical grounds. And so the importance of its
find," or: "(...) you must be careful with the information. orientation towards a collaborative and critical learning of
The information that appears in Google because it is out technology is emphasized.
there does not mean it is true”. The review of the literature on the subject matches in
Regarding personality development they warn them of part with the findings of our qualitative study with regard
the need, as expressed by one of the teachers, "to to their perception of ICT, their use and the ethical
distinguish between leisure time and training in the use of problems involved. Participating teachers recognize the
ICTs"; or for instance, that "the right to be forgotten on fact that technologies are present in the classroom, and
the Internet does not exist, which is something they do although not all of them share a positive view of their
not know." The context of this statement was how can influence, they admit responsibility for teaching a critical
upload pictures or make comments that might influence and ethical use. Instead, they see as a problem the
future job search. Teachers are also concerned about the educational outreach in those areas where the online
development of emotions on the Internet and social identity goes beyond the school environment; and it is
networks, in the following terms: "some of them write just there where social problems are sometimes detected.
their state as 'I am sad' as an invitation to the others to ask Similarly, the perspective of ethical learning focuses
why. I come from a generation that solved affectivity on the veracity of Internet contents, in the future
issues in a different way". consequences of networking activities, or in managing the
Finally, although not discussed in this paper, we online emotions; that is, in warning of the dangers of
cannot disregard that the Internet and associated improper or unconscious use. As a consequence, it is
technologies affect also the teachers themselves. That is, noticed the need to go more deeply into the change of
we can not ignore that ICT affect their own teaching mindset towards innovative, proactive and collaborative
work. In these sense one of the teachers expresses: school-treatment technology that empowers students in a
"psychologically this does not help to differentiate areas, positive and responsible use of ICT.
but also you get the impression that the work never ends." Among the problems of the paradigm shift, our study
This indifference of the online / offline worlds leads to confirms the difficulties perceived by teachers, as the
increase work-related stress in teachers. literature indicated, on the increase in the time and labor
required once the online and offline fields are embedded
in the school environment.
 [23] Lankshear, C., & Knobel, M. (2008a). Digital literacies: concepts,
policies and practices. Oxford: Peter Lang.
REFERENCES [24] Lee, J.C.K. & Yin, H.B. (2011). Teacher’s emotions and
professional identity in curriculum reform: A Chinese
[1] Aguaded-Gómez, J. I., Pérez-Rodríguez, Mª A., Monescillo- perspective. Journal of Educational Change, 12, 25-46.
Palomo, M. (2010). Hacia una integración curricular de las TIC
en los centros educativos andaluces de primaria y secundaria. [25] Marín Díaz, V., Vázquez Martínez, A.I., Cabero Almenara, J.
Bordón, 62 (4), 7-23. (2012). Redes sociales universitarias. El caso de la red Dipro.2.0.
Bordón 64(4), 49-60
[2] Area Moreira, M. (2010). El proceso de integración y uso
pedagógico de las TIC en los centros educativos. Un estudio de [26] Montero, Julio (2012). Adiós, analógicos, adiós, Madrid, Rialp
caso. Revista de Educación, 325, 77-97. [27] Murillo, A.G. y Martínez-Garrido, C. (2013). Impact of
[3] Cañada Pujols, M.D. (2012). Enfoque docente de la enseñanza y Homework on Academic Performance. A Study of Iberoamerican
el aprendizaje de los profesores universitarios y usos educativos Students of Primary Education. Revista de Psicodidáctica, 18 (1),
de las TIC. Revista de Educación, 359, 388-412. 157-171
[4] Comisión Europea (Noviembre, 2007) Comunicación sobre [28] OECD. (2010). Are the New Millennium Learners Making the
Cibercapacidades para el siglo XXI: fomento de la Grade? Technology use and educational performance in PISA.
competitividad, el crecimiento y el empleo. (Informe Nº 0496 Paris: OECD.
final), Bruselas: COM [29] Ortega Navas, M. C. (2011). Las nuevas tecnologías como
[5] Comisión Europea (Noviembre, 2012) Un nuevo concepto de instrumentos innovadores de la educación a lo largo de la vida.
educación: invertir en las competencias para lograr mejores Revista Española de Pedagogía, 249, mayo-agosto
resultados socioeconómicos. (Informe Nº 0669 final), [30] Puentes, A., Roig, R, Sanhueza S. y Friz, M. (2013).
Estrasburgo: COM Concepciones sobre las tecnologías de la información y la
[6] Comisión Europea (2014) Cibercapacidades para trabajos en comunicación (TIC) y sus implicaciones educativas: Un estudio
Europa. Midiendo el progreso y avanzando, Alemania exploratorio con profesorado de la provincia de Ñuble., Chile.
Revista Iberoamericana de Ciencia, Tecnología y Sociedad, 22,
[7] Díez Gutiérrez, E.J. (2011). Modelos socioconstructivistas y (8), 75-88.
colaborativos en el uso de la TIC en la formación inicial del
profesorado. Revista de Educación, 358, 175-196. [31] Ramírez, E., Cañedo, I., Clemente, M. (2012). Las actitudes y
creencias de los profesores de secundaria sobre el uso de Internet
[8] Domínguez Figaredo, D. (2011). Conceptualización y prospectiva en sus clases. Comunicar, 38, 147-155.
de los mundos virtuales como escenarios formativos. Revista
Española de Pedagogía, 249, mayo-agosto [32] Ricoy Lorenzo, C., Sevillano García, M.L., Feliz Murias, T.
(2011). Competencias necesarias para la utilización de las
[9] Ertmer, P. & Ottenbreif-Leftwich (2010). Teacher Technology principales herramientas de Internet en la educación. Revista de
change: how knowledge, confidence, beliefs, and culture Educación, 356, 483-507
intersect. ISTE (International Society for Technology in
Education), 42 (3), 255-284. [33] Román, M. & Murillo, F.J. (2012). Learning Environments with
Technological Resources: A Look at their Contribution to Student
[10] Ertmer, P.A., Ottenbreit-Leftwich, A.T., Sadik, O., Sendurur, E., Performance in Latin American Elementary Schools. Educational
Sendurur, P. (2012). Teacher beliefs and technology integration Technology Research and Development, 60 (6), 1107-1118.
practices: A critical relationship. Computers & Education, 59(2),
423-435. [34] Ruiz Palmero, J., Sánchez Rodríguez, J. (2012). Expectativas de
los centros educativos ante los proyectos de integración de las
[11] European Commission (2011). Digital Competence in Practice: TIC en las aulas. Revista de Educación, 357, 587-613.
An Analysis of Frameworks.
[35] Ruiz Requies, I., Rubia Avi, B., Anguita Martínez, R., Fernández
[12] European Commission (2011). Mapping Digital Competence: Rodríguez, E. (2010). Formar al profesorado inicialmente en
Towards a Conceptual Understanding. habilidades y competencias en TIC: perfiles de una experiencia
[13] European Commission (2011). DIGCOMP: A framework for colaborativa. Revista de Educación, 352, 149-178
developing and understanding digital competence in Europe [36] Sefton-Green, J., Nixon, H., & Erstad, O. (2009). Reviewing
[14] Fernández Tilve, M.D., Álvarez Núñez, Q. (2009). Un estudio de Approaches and Perspectives on "Digital Literacy". Pedagogies:
caso sobre un proyecto de innovación con TIC en un centro An International Journal, 4, 107-125.
educativo de Galicia: ¿acción o reflexión? Bordón, 61(1), 95-108. [37] Tirado-Morueta, R., Aguaded-Gomez, J.I. (2014). Influencias de
[15] García-Gutiérrez, J. (2013). Aproximación ética a la competencia las creencias del profesorado sobre el uso de la tecnología en el
digital. Teoría de la Educación. Educación y cultura en la aula. Revista de Educación, 363 (en prensa).
sociedad de la información, 14(3), 121-145. [38] Touriñán López, J.M. (2004). La educación electrónica: Un reto
[16] García-Gutiérrez, J. (2015). La (des)materialización de los de la sociedad digital en la escuela. Revista Española de
espacios educativos. Harvard Deusto. Laerning & Pedagogics, 2, Pedagogía, 227, enero-abril
20-25. [39] Valcárcel, A. G., Basilotta, V. López, C. (2014). Las TIC en el
[17] Gewerc, A., Montero, L. (2013). Culturas, formación y desarrollo aprendizaje colaborativo en el aula de Primaria y Secundaria.
profesional. La integración de las TIC en las instituciones Comunicar, 42, 65-74
educativas. Revista de Educación, 362, 1-15. [40] Valverde Berrocoso, J.V., Fernández Sánchez, M.R., Revuelta
[18] Gil Flores, J. (2011). Utilización del ordenador y rendimiento Domínguez, F.I. (2013). El bienestar subjetivo ante las buenas
académico entre los estudiantes españoles de 15 años. Revista de prácticas educativas con TIC: su influencia en profesorado
Educación, 357, 375-396 innovador. Educación XX1, 16.1, 255-280.
[19] Guzey, S.S. & Roehrig, G.H. (2012). Integrating Educational [41] Valverde Berrocoso, J.V., Garrido Arroyo, M.C., Sosa Díaz, M.R.
Technology into the Secondary Science Teaching. Contemporary (2010). Políticas educativas para la integración de las TIC en
Issues in Technology and Teacher Education, 12(2), 162-183. Extremadura y sus efectos sobre la innovación didáctica y el
[20] Hargreaves, A. (1998). The emotional practice of teaching. proceso enseñanza-aprendizaje: la percepción del profesorado.
Teaching and Teacher Education, 14(8), 835-854. Revista de Educación, 352, 99-124.
[21] Hargreaves, A. (2010). Change from Without: Lessons from
Other Countries, Systems, and Sector. En A. Hargreaves; A.
Liberman; M. Fullan y D. Hopkins (eds.) Second International
Handbook of Educational Change, 105-117. New York: Springer.
[22] Jordán Sierra, J.A. (2011). Disposiciones esenciales de los
profesores en las relaciones con sus alumnos desde una
perspectiva ética-pedagógica. Educación XX1, 14.1, 59-87.

View publication stats