La competencia digital de los estudiantes de educación no universitariavariables predictivas

  1. Juan de Pablos Pons 1
  2. Pilar Colás Bravo 1
  3. Jesús Conde Jiménez 1
  4. Salvador Reyes de Cózar 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2017

Volume: 69

Issue: 1

Pages: 169-185

Type: Article

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

INTRODUCTION. This research aims to identify predictor variables associated with the domain level of digital competence of students in primary and secondary education from their own perception. Three variables in the scientific literature associated with this domain are selected : the personal and social subjects’ use of ICT, the integration of ICT in school practices by students (internalization), and the emotional well-being associated with digital technologies. METHOD. The study population consisted of 291,551 students enrolled in Primary and Secondary schools in the province of Seville (2013-14). Cluster sampling was performed, the sample unit were schools that have used and applied ICT for a long time. The final sample consisted of a total of 1,881 pupilss, representing the population under study, at a confidence level of 99% and a sampling error of 3%. For data collection an ad hoc questionnaire was designed and the reliability thereof is contrasted obtaining a Cronbach’s alpha of α=0.890. For data analysis a binary logistic regression was performed using SPSS v.23. RESULTS. The results confirm the goodness of fit of the proposed model (Test Ommibus=0.000, R2=0.239 and Hosmer-Lemeshow Test=0.193). The qualifying capacity model has been achieved correctly classifying 87.7% of subjects, with a specificity of 98.6%. In terms of predictive capacity, Internalization variable which gets more weight (Exp(B)=2.233), followed by Use (Exp(B)=1.627) and emotional wellbeing (Exp(B)=1.454). DISCUSSION. The findings confirm the predictive value of the variables; the use of ICT, the internalization and the subjective well-being in pupils’ the perception of their digital competence.

€ View funding

Funding information

Los datos recogidos en este artículo forman parte del Proyecto de I+D del Ministerio de Ciencia e Innovación, titulado: Las políticas de un “ordenador por niño” en España, visiones y prácticas del profesorado ante el Programa Escuela 2.0. Un análisis comparado entre comunidades autónomas (Ref: CS02010); aprobado dentro del Plan Nacional de I+D+i 2008-2011.

Funders

Bibliographic References

  • Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Sevilla: JRCIPTS/European Comission.
  • Area-Moreira, M., y Ribeiro-Pessoa, T. (2012). De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la Web 2.0. Comunicar, XIX (38), 13-20. doi: 10.3916/C38-2012-02-01
  • Aviram, A., y Eshet-Alkalai, Y. (2006). Towards a theory of digital literacy: three scenarios for the next steps. European Journal of Open, Distance and E-Learning, 1, 1-11.
  • Bawden, D. (2001). Information and digital literacies; a review of concepts. Journal of Documentation, 47, 218-259. doi: 10.1108/EUM0000000007083
  • Colás, P., y De Pablos, J. (2005.). La universidad en la Unión Europea. El Espacio de Educación Superior y su impacto en la docencia. Archidona (Málaga): Aljibe.
  • Colás, P., Conde, J., y González, T. (2015). Evaluación de políticas TIC: competencias digitales. EDUSK. Revista Monográfica de Educación, 4 – Calidad educativa: avances, aportaciones y retos, 289-329. São Paulo: editorial skepsis +.
  • Comisión Europea (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). Official Journal of the European Union, L 394, 10-18.
  • Comisión Europea (2010). Comunicación “Agenda digital para Europa” [COM(2010) 245 final no publicada en el Diario Oficial]. Brussels: European Commission.
  • Comisión Europea (2014). Chapter 4. Digital Competences in the Digital Agenda. En Comisión Europea (ed.), Digital for Europe (pp. 95-121). Brussels: European Commission.
  • Correia, R., y Teixeira, J. (2003). Information literacy: an integrated concept for a safer Internet. Online Information Review, 27, 311-320. doi: 10.1108/14684520310502261
  • De Pablos, J., Colás, P., González, T., y Camacho, C. (2013). Teacher well-being and innovation with information. Quality and Quantity, 47 (5), 2755-2767. doi 10.1007/s11135-012-9686-3
  • Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Sevilla: JRC-IPTS/European Comission. doi: 10.2791/82116
  • Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Sevilla: JRC-IPTS/European Comission. doi: 10.2788/52966
  • Flores, O., y Del Arco, I. (2013). Nativos digitales, inmigrantes digitales: rompiendo mitos. Un estudio sobre el dominio de las TIC en profesorado y estudiantado de la Universidad de Lleida. Bordón. Revista de Pedagogía, 65 (2), 59-74. doi: 10.13042/brp.2013.65204
  • Huh, J., Delorme, D. E., y Reid L. N. (2006). Perceived third-person effects and consumer attitudes on preventing and banning DTC advertising. Journal of Consumer Affairs, 40 (1), 90-116. doi; 10.org/dpj596).
  • Ilomäki, L., Kantosalo, A., y Lakkala, M. (2011). What is digital competence? Brussels: European Schoolnet. Recuperado de http://linked.eun.org/web /guest/in-depth3.
  • ISTE (2007). NETS for Teachers: National educational technology standards for teachers, Second edition. ISTE® (International Society for Technology in Education). Recuperado de http://www.iste. org/nets/students
  • Krumsvik, R. J., Egelandsdal, K., Sarastuen, N. K., Jones, L. Ø., y Eikeland, O. J. (2013). Sammenhengen mellom IKT-bruk og læringsutbytte (SMIL) i videregående opplæring -sluttrapport. Recuperado de http://www.ks.no/PageFiles/41685/Sluttrapport_SMIL.pdf
  • Kwan, M. (2001). Cyberspatial cognition and individual access to information: the behavioral foundation of cybergeography. Environment and Planning B: Planning and Design, 28, 21-37. doi: 10.1068/b2560
  • Martin, A., y Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 5 (4), 246-264. doi:10.11120/ital.2006.05040249
  • Nunnally, J. C. (1967). Psychometric Theory. New York: McGraw Hill.
  • OECD (2015). Students, Computers and Learning: Making the Connection. Bruselas: PISA, OECD Publishing. doi: 10.1787/9789264239555-en
  • Sekret, I. V., y Kommers, P. A. M. (2014). Conceptual issuses of the digital competence development in the framework of the Council of the European Union. En M. Turčáni, M. Drlík, J. Kapusta y P. Å vec (Ed.), DIVAI 2014 – Distance Learning in Applied Informatics. Conference Proceedings (s.p.). Nitra (Slovakia): Faculty of Natural Sciences, Department of Informatics.
  • Søby, M. (2003). Digital Competences: From ICT Skills to Digital “Bildung”. Oslo: University of Oslo.
  • Søby, M. (2013). Learning to be: developing and understanding digital competence. Nordic Journal of Digital Literacy, 8 (3), 135-138.
  • Steyaert, J. (2000). Digitale vaardigheden: geletterdheid in de informatiesamenleving. Working document 76. Den Haag: Rathenau Instituut.
  • Steyaert, J. (2002). Inequality and the digital divide: myths and realities. En S. Hick y J. McNutt (eds.), Advocacy, Activism and the Internet (pp. 199-211). Chicago: Lyceum Press.
  • UNESCO (2008). ICT competency standard for teachers. Recuperado de http://unesdoc.unesco.org/images/0015/001562/156207e.pdf
  • Van Deursen, A., y Van Dijk, J. (2009). Using the internet: skill related problems in users’ online behavior. Interacting with computers, 21 (6), 393-402. doi: 10.1016/j.intcom. 2009.06.005
  • Van Deursen, A., y Van Dijk, J. (2016). Modeling Traditional Literacy, Internet Skills and Internet Usage: An Empirical Study. Interacting with Computers, 28 (September), 13-26. doi: 10.1093/iwc/ iwu027
  • Van Dijk, J. (2005). The deepening divide inequality in the information society. London: Thousand Oaks: Sage Publications. doi: 10.1080/15205430701528655
  • WISE KIDS (2016). Developing Digital Competence and Wellbeing – A Training Conference for Primary School Educators. South East of Wales (UK): WISE KIDS & Central South Consortia.
  • Zhong, Z. (2011). From access to usage: The divide of self-reported digital skills among adolescents. Computers & Education, 56 (3), 736-746. doi: 10.1016/j.compedu.2010.10.016
Data source: Dialnet