Didáctica y Organización Educativahttps://hdl.handle.net/11441/111902024-03-19T02:53:02Z2024-03-19T02:53:02ZDesarrollo de competencias específicas en la materia tecnología educativa bajo el marco del espacio europeo de educación superiorhttps://hdl.handle.net/11441/1563292024-03-15T13:41:54Z2004-01-01T00:00:00ZDesarrollo de competencias específicas en la materia tecnología educativa bajo el marco del espacio europeo de educación superior
La experiencia que aquí presentamos, se encuentra enmarcada en una propuesta formativa en la que se plantea una aproximación de corte experimental cuyo eje central es el Espacio Europeo de Educación Superior. En este contexto, nos planteamos la necesidad de desarrollar competencias específicas en la materia Tecnología Educativa bajo el marco del Espacio Europeo de Educación Superior ya que consideramos de gran importancia ensayar una; The experience we present here is part of an educational proposal in which we suggest an experimental approach. Its main subject is the European Space of Higher Education. In this context, we present the need to develop specific competences in the subject called Educational Technology, in the framework of European Space of Higher Education, as we consider very important to test a new way to design the subject the most focused on professional realities.
2004-01-01T00:00:00ZTraining of the future teacher in the flipped learning model in an online environmenthttps://hdl.handle.net/11441/1563282024-03-15T13:38:30Z2023-01-01T00:00:00ZTraining of the future teacher in the flipped learning model in an online environment
The objective of this paper is to evaluate the effectiveness of a training program, based on the flipped
learning model, for future teachers of Secondary Education and Vocational Training. For this study, a
pre-experimental research design was used, and an instrument was applied to determine the level of
training acquired in active methodologies, design of activities, technological tools, evaluation strategies,
and student satisfaction with the training program. The results show the effectiveness of the program for
training students in the active methodologies and technological tools most appropriate to implement the
flipped model in the classroom.
2023-01-01T00:00:00ZEnseñanza e innovación educativa en el ámbito universitariohttps://hdl.handle.net/11441/1562082024-03-13T12:44:22Z2024-01-01T00:00:00ZEnseñanza e innovación educativa en el ámbito universitario
Llorente Cejudo, Maria del Carmen; Barragan Sánchez, Raquel; Pérez Rodríguez, Noelia; Martín Párraga, Lorena
2024-01-01T00:00:00ZDigital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age rangeshttps://hdl.handle.net/11441/1561382024-03-12T11:37:03Z2021-01-01T00:00:00ZDigital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges
The tasks of the university educators must be linked to the digital demands posed by the
more sophisticated professions of the 21st century. Faced with this panorama, the
objective of this study is to examine and compare the degree of digital competence of
Higher Education educators from different fields of knowledge and different age ranges
according to the DigCompEdu framework. A non-probabilistic ex post facto sampling
was utilized with 2180 university professors from Andalusia (Spain). The main results of
the study provide evidence of an intermediate level of digital competence, for men and
women. More specifically, the male professors in Architecture and Judicial & Social
Sciences, younger and older than 40, possessed a higher level, as compared to the other
fields. For the female professors, the highest level was found once again in Judicial and
Social Sciences, in this case for both age ranges, without a clear trend found for the rest
of the fields. For each dimension of the DigCompEdu instrument, the level of competence
follows the same trend with respect to the overall level. More research is recommended
to validate these preliminary results, as well as the development of training lines of action
that are specific and adapted to each field of knowledge.
2021-01-01T00:00:00Z