Przeglądanie według Temat "digital competence"

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Fake News as the axis of contemporary Higher Education
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2022-12) Lafarga Ostáriz, Pablo; Soler Costa, Rebeca; Schultis, Sławomir
New digital trends are generating new habits in society. The democratization of mobile devices, such as smartphones, has caused a new paradigm in areas such as access to information and the skills necessary to be an active part of society. The end of this revolution is still impossible to define, however, there are already numerous customs that have been displaced towards virtual contexts. The latest generations are verifying how Information and Communication Technologies (ICTs) are the axis of daily processes, one of them being access to information. During the last decades, the change regarding the consumption of information, as well as entertainment, has become evident, with a clear conversion towards fast and digital reading content. A situation which repercussions are manifested transversally in society, from those generations that have grown up with physical newspapers to the most recent ones and who find non-daily news obsolete. Its impact in the educational field is reflected when considering the personal development of students and their preparation for the 21st century. It is a context in which digital skills are no longer complementary but necessary, from the personal sphere to the professional through the social. Training requirements are reflected in institutions such as higher education, both university, and professional training.
New ICTs and new needs: teacher training and the accessibility of ICTs in higher education
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2021) Soler Costa, Rebeca; Lafarga Ostáriz, Pablo
The incorporation of ICTs in the educational field results in new alternatives, new habits, and new needs. In the case of teachers, their ability to work and integrate technological devices or tools to make them more accessible in the future becomes highly relevant. In recent years, technical possibilities such as Massive Open Online Courses (MOOC), Open Educational Resources (OERs), gamification, video streaming platforms, or transversal managers such as Google Classroom have been emerging. Possibilities that involve different scenarios of the teaching-learning process were especially enhanced during the pandemic caused by SARS-CoV-2. This results in a necessary and continuous reflection on the preparation of teachers in the didactic application of ICTs in the short, medium, and long term. All this is placed in the context of higher education, a stage always linked to technological innovation and one which promotes research in the field of education. For this reason, in the present work, it is exposed in different sections how the technological change has been gaining pace resulting in a conceptual development around ICTs in the classroom. At the same time, it analyses how teacher training in higher education is a problem of the present and future, which is why it acquires a key relevance.
Rethinking teacher training: Covid-19 and the rise of e-learning
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2020) Soler Costa, Rebecca; Lafarga Ostáriz, Pablo
He Covid-19 pandemic has caused an exponential change in the educational environment. The impact of epidemiological situation has been so powerful, that it can be considered that a new paradigm has been born based on semi-presence as new didactic normality. We witness the new and accelerated context where Information and Communication Technologies (ICT) have acquired a greater role than they used to ever have. Under this new perspective, which also involves a strong reflection on the teaching-learning processes, a review of existing technological resources and their functionality at present is proposed. Taking all of this into consideration, during the beginning of the 21st century the technological advances in the field of education have been significant. Management platforms, resources on the Internet, or other media and simultaneous interaction are some of the key tools in a world immersed in a rethinking that goes far beyond a classroom.
Teaching digital competencies after the pandemic: adaptation of higher education and b-learning in Spain
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2021) Lafarga Ostáriz, Pablo; Soler Costa, Rebeca
The Spanish educational system has been significantly altered due to the pandemic caused by SARS-CoV-2, a fact that has encouraged the paradigm shift that was taking place during the last decade in relation to the integration of Information and Communication Technologies (ICTs) in educational contexts. New contexts imply constant reflection on the teaching-learning process, especially in a society whose commitment to digital integration increases annually. The most appreciable aspect of these new environments affects the field of higher educationwhich during the last decade has already begun to delve into digital teaching and learning media for different contexts. For this reason, in the present work, a theoretical analysis is carried out that considers the role of ICTs in Spanish society with special interest in their adaptation to higher education - issues that support approaches that go beyond the pure application of ICTs and that highlight new needs in the training of teachers whose Digital Teaching Competence is in constant controversy and analysis. To favor the applicability of this theory, the Massive Open Online Courses (MOOCs) and the Open Educational Resources (OERs) are considered as two key tools of the present and future in relation to teacher training in higher education in Spain. All this is discussed in view of the need of the Institutions to adapt to the development of society and not remain in the sideline.
Uplatňovanie digitálnej kompetencie uĉiteľov vo výuĉbe technických odborných predmetov
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2017) Ćuriń, Milan
Vychádzajúc z cieľov ńkolskej reformy zamernej na stredné ńkoly, venujeme pozornosť digitálnej kompetencii uĉiteľov odborných predmetov na SOŃ. Na základe realizovaného prieskumu uvádzame vybrané výsledky vyhodnotenia dotazníka urĉeného uĉiteľom a ņiakom SOŃ z aspektu uplatňovania digitálnej kompetencie vo výuĉbe odborných predmetov.