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Title: Competencia digital e innovación pedagógica: Desafíos y oportunidades
Author: Rossi Cordero, Andrea
Barajas, Mario
Keywords: Innovacions educatives
Ensenyament reflexiu
Alfabetització digital
Formació del professorat
Educational innovations
Reflective teaching
Computer literacy
Teacher training
Issue Date: 1-Jul-2018
Publisher: Universidad de Granada
Abstract: Digital competence continues to be a challenge for pedagogic practice and educational innovation, and the integration of ICTs in the teaching experience. This article presents the results of research on teaching practices related to digital competence. From a qualitative approach, a multiple case study was conducted in two schools, identifying facilitators and obstacles in the process of teaching acquisition of digital competence, and delving into the attitudes and use of ICTs according to a school's structure, strategy and culture. The results indicate that the complex process of acquisition of digital competence is the main difficulty of teachers related to the management of information, the didactic use of ICTs, the evaluation of digitally mediated activities and collaboration in virtual environments. The results also point to an image of isolation in professional development, hampering the exchange of experiences and meanings, and the perception of benefit and confidence in the use of ICTs. Teachers demand a training more consistent with their teaching needs. In relation to this, in-school project-based learning work has been recognized as a good practice. It was concluded that there is a need to reduce the gap between the desired digital competence and the actually acquired one by developing autonomous, collaborative, and prolonged training experiences that promote reflective practice and school innovation.
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It is part of: Profesorado. Revista de Curriculum y Formación del Profesorado, 2018, vol. 22, num. 3, p. 317-339
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ISSN: 1138-414X
Appears in Collections:Articles publicats en revistes (Didàctica i Organització Educativa)

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