Competencias necesarias para la utilización de las principales herramientas de Internet en la educación

  1. Ricoy Lorenzo, María del Carmen
  2. Sevillano García, María Luisa
  3. Feliz Murias, Tiberio
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2011

Issue: 356

Pages: 483-507

Type: Article

DOI: 10.4438/1988-592X-RE-2011-356-048 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de educación

Abstract

The European Higher Education Area framework includes the development of transversal competences, competences for learning a discipline and professional competences in open designs. The main purpose of this paper is to ascertain how university students of education, as parties involved in the configuration of the EHEA, perceive the types of competences they must develop in order to use Internet tools in their career. The paper is based on a naturalistic approach using the discussion group. This approach is used to emphasize the importance assigned to the participants� contributions, the evidence found and the type of content analysis applied. The study involved 53 people in 11 discussion groups that discussed and inquired into the central research issues. The leading findings are that the main Internet tools for education (web pages, P2P, email, forums, chat/IM, video conferencing/VoIP, Edublog and WebQuest) require basic computer science competences and some specialization in virtual tools, as well as other skills and knowledge related to the Internet setting and the career field. Communicative competence is seen as fundamental for using Internet tools, as is competence in organization and planning, in order to interpret meanings and user exchanges. Information and communication technologies have a special starring role as the primary means for learning and as valuable resources later in the workplace. This is the setting, where students seeking education degrees have to meet a high demand for technological competence, and they know it.

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