Evaluar competencias digitales en Educación Infantil desde las prácticas de aula:
ISSN: 1133-8482
Year of publication: 2021
Issue: 61
Pages: 36-69
Type: Article
More publications in: Pixel-Bit: Revista de medios y educación
Abstract
his paper has a twin purpose: on the one hand, to create an instrument for assessing the digital skills of pupils in early childhood education (aged 3-6) based on their classroom practices; and on the other, to confirm the levels of autonomy acquired by the pupils in terms of digital skills. The study was conducted over the course of two school years, gathering data for a total of 254 pupils from17 classrooms in eight schools working with an ICT resource. First of all, the results describe a classroom-based instrument designed and verified for the assessment of the pupils’ digital skills. Furthermore, the results related to the levels of autonomystress the importance that maturity factors, curricular content, and aspects associated with the nature of the classroom practice have for explaining the acquisition of digital skills. It is important to emphasize the need for further skills assessment studies adopting a classroom practice approach.
Funding information
This research has been carried out as part of the R+D project "Estudio sobre la integraci?n del recurso digital El Rinc?n del Rat?n en las pr?cticas de los profesores de Infantil. Relaciones entre teor?as, concepciones, pr?cticas docentes y aprendizaje" (Reference number EDU2009-11295) of the Spanish Ministry of Science and Innovation.Funders
Bibliographic References
- Burnett, C. (2009). Research into literacy and technology in primary classrooms: an exploration of understandings generated by recent studies. Journal of Research in Reading, 2(1), 22-37. https://doi.org/10.1111/j.1467-9817.2008.01379.x
- Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
- Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year. American Educational Research Journal, 50(4), 812-827. https://doi.org/10.3102%2F0002831212469270
- Comisión Europea (2016). Lifelong learning—Key competences: Summary of Recommendation 2006/962/EC on key competences for lifelong learning. European Commission. http://bit.ly/3saiCze
- Donker, A., & Reitsma, P. (2007). Aiming and clicking in young children's use of the computer mouse. Computers in Human Behavior, 23(6), 2863-2874. https://doi.org/10.1016/j.chb.2006.06.002
- Escudero, T. (2016). La investigación evaluativa en el Siglo XXI: Un instrumento para el desarrollo educativo y social cada vez más relevante. Relieve. Revista Electrónica de Investigación y Evaluación Educativa, 22(1), 1-21. https://doi.org/10.7203/relieve.22.1.8164
- Flewitt, R. S. (2011). Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative Research, 11(3), 293-310. https://doi.org/10.1177/1468794111399838
- Guitert, M., Romeu, T. & Baztán, P. (2021). The digital competence framework for primary and secondary schools in Europe. European Journal of Education, 56(1), 133-149. https://doi.org/10.1111/ejed.12430
- Kirschner, P.A., & Kester, L. (2016). Towards a research agenda for Educational Technology Research. En N. Rushby & D. W. Surry (eds.). The Wiley Handbook of Learning Technology (pp. 523-541). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118736494.ch27
- Krcmar, M., & Cingel, D. P. (2014). Parent–child joint reading in traditional and electronic formats. Media Psychology, 17, 262–281. https://doi.org/10.1080/15213269.2013.840243
- Kucirkova, N. (2018). Personalized learning with digital technologies at home and school: where is children’s agency?. En G. Oakley (Ed.), Mobile Technologies in Children’s Language and Literacy: Innovative Pedagogy in Preschool and Primary Education (pp. 133-153). Emerald Publishing. https://doi.org/10.1108/978-1-78714-879-620181009
- Lau, C., Higgins, K., Gelfer, J., Hong, E., & Miller, S. (2005). The effects of teacher facilitation on the social interactions of young children during computer activities. Topics in Early Childhood Special Education, 25(4), 208-217. https://doi.org/10.1177/02711214050250040201
- Law, N., Lee, Y. & Yuen, H.K. (2009). The impact of ICT in education policies on teacher practices and student outcomes in Hong Kong. En F. Scheuermann, & F. Pedro (Eds.). Assessing the effects of ICT in education – Indicators, criteria and benchmarks for international comparisons (pp. 143-164). Publications Office of the European Union. http://dx.doi.org/10.2788/27419
- Levy, R. (2009). ‘You have to understand words...but not read them’: young children becoming readers in a digital age. Journal of Research in Reading, 32(1), 75-91. https://doi.org/10.1111/j.1467-9817.2008.01382.x
- Lin, C.H. (2012). Application of a Model for the Integration of Technology in Kindergarten: An Empirical Investigation in Taiwan. Early Childhood Education Journal, 40(1), 5–17. https://doi.org/10.1007/s10643-011-0494-5
- LOE. Ley Orgánica 2/2006, de 3 de mayo, de Educación (2006). Boletín Oficial del Estado, 106, 4 de mayo de 2006, 17158-17207. España. https://www.boe.es/eli/es/lo/2006/05/03/2
- Martín, E., & Luna, M. (2011). El asesoramiento a la elaboración, seguimiento y mejora de proyectos curriculares de centro basados en competencias. En E. Martín & J. Onrubia. (coords.) Orientación educativa y procesos de innovación y mejora de la enseñanza en la educación secundaria (pp. 54-75) Colección Educación Secundaria. N.15. Vol.III. Graó.
- Neumann, M.M., Finger, G. & Neumann, D. L. (2017). A Conceptual Framework for Emergent Digital Literacy. Early Childhood Education Journal, 45(4), 471–479. https://doi.org/10.1007/s10643-016-0792-z
- Pérez-Sanagustín, M., Nussbaum, M., Hilliger, I., Alario-Hoyos, C., Heller, R. S., Twining, P. & Tsai, Ch. (2017). Research on ICT in K-12 schools. A review of experimental and survey-based studies in computers & education 2011 to 2015. Computers & Education, 104, A1-A15. https://doi.org/10.1016/j.compedu.2016.09.006
- Phuoc Tran, & Subrahmanyam, K. (2013). Evidence-based guidelines for the informal use of computers by children to promote the development of academic, cognitive and social skills. Ergonomics, 56(9), 1349-1362. https://doi.org/10.1080/00140139.2013.820843
- Siraj-Blatchford, J. & Siraj-Blatchford. I. (2004). IBM KidSmart Early Learning programme European Evaluation. European Commission for Education and Culture and IBM. https://bit.ly/3cPBhda
- Stevenson, I. (2013). Does technology have an impact on learning? A Fuzzy Set Analysis of historical data on the role of digital repertoires in shaping the outcomes of classroom pedagogy. Computers & Education, 69, 148–158. https://doi.org/10.1016/j.compedu.2013.07.010
- Voogt, J., Knezek, G., Christensen, R., Lai, K.-W. (Eds.) (2018). Second Handbook of Information Technology in Primary and Secondary Education. Springer International Publishing AG. https://doi.org/10.1007/978-3-319-71054-9
- Willoughby, D., Evans, M. A., & Nowak, S. (2015). Do ABC eBooks boost engagement and learning in prescholers? An experimental study comparing eBooks with paper ABC and storybook controls. Computers & Education, 82, 107-117. https://doi.org/10.1016/j.compedu.2014.11.008