Digital literacy skills for instruction in a cross-cultural context

Carlos Manuel Pacheco Cortés

Resumen


Bachelor alumni from curricula in education (pre-service teachers), who attended a courseware about digital literacy skills (competencies) for instruction, were statistically analyzed using SPSS and M-Plus. A pilot test (online survey), with 117 participants, was made to filter a selection of subjects and as a preliminary activity. The selection consisted of two geo-linguistic groups of pre-service teachers whose training is achieved through different modalities. Data collection was made along school-year 2015-2016. The final sample of 55 subjects was formed by sub-sample A (28 Spanish-speaker alumni attending online training) and sub-sample B (27 English-speaker alumni attending blended training). It was found, in sub-sample B, that most of subjects struggled to perform into MOODLE without supervision and preferred ICT use for communication rather than for education; while in sub-sample A most of subjects manifested digital belonging and proficient ICT use in education, for self-training and for teaching.


Palabras clave


digital literacy, teaching competencies, international education, higher education, teacher education, cross-culturalism

Texto completo:

PDF

Referencias


Andrade, M. & Bunker, E. (2009). A model for self-regulated distance language learning. Distance Education, 30(1), 47-61. doi: 10.1080/01587910902845956

Aragón, M. & Jiménez, Y. (2009). Diagnóstico de los estilos de aprendizaje en los estudiantes: estrategia docente para elevar la calidad educativa. Revista de investigación educativa 9. www.redalyc.org/articulo.oa?id=283121714002

Ausubel, D.; Novak, J. & Hanesian, H. (1983). Psicología Educativa: Un punto de vista cognoscitivo. México: Trillas.

Baturay, M. H. (2008). Characteristics of basic instructional design models. Ekev Academic Review, 12(34), 471-482.

Ben-Zaken, A. (2010). From incommensurability of cultures to mutually embraced zones’. In, Cross-Cultural Scientific Exchanges in the Eastern Mediterranean, 1560-1660 (p. 163). Baltimore, US: The John Hopkins University Press.

British Council (2015). English in Mexico: an examination of policy, perceptions and influencing factor. Retrieved 06.04.2017 from https://goo.gl/Fdy3cy

Buzan, T. (2006). Mind Mapping: Kick Start Your Creativity and Transform Your Life. London: BBC Active.

Byrne, B. M. (2012). Structural equation modelling with Mplus: Basic concepts, applications and programming. New York, US: Routledge / Taylor & Francis.

Croxton, F. E., & Cowden, D. J. (1939). Applied general statistics. New York, US: Prentice-Hall, Inc. doi:10.1037/13608-000

Dudeney, G.; Hockly, N.; & Pegrum, M. (2013). Digital Literacies: Research and Resources in Language Teaching. Harlow, UK: Pearson Education Limited.

European Region Action Scheme for the Mobility of University Students – ERASMUS (1987). ¿Qué es ERASMUS? Consultado 20.04.2017 de https://goo.gl/1DQtne

Fernández Vítores, D. (2012). El inglés como lengua franca en la Unión Europea: una política lingüística por defecto. Visto 28 mar 2017 https://goo.gl/0R64dx

Freire, P. (1998). The adult literacy process as cultural action for freedom. Harvard Educational Review, 68(4), 480-498. doi:10.17763/haer.68.4.656ku47213445042

Gagel, C. (1992). Technological literacy: A critical analysis. Journal of Curriculum Studies, 24(2), 117-138. doi:10.1080/0022027920240202

García, O. (2012). La UdeG rechaza a más de la mitad de aspirantes. El Informador (23.01.2012). Consultado 20.04.2017 de https://goo.gl/5Mv3jU

García Parejo, I. (2005). Bi-alfabetismo: ¿qué significa tener competencia lecto-escritora en una segunda lengua? Glosas Didácticas, 15(2), 39-58.

Gilster, P. (1997). Digital literacy. New York, US: Wiley Computer Publishing.

Hall, M.; Nix, I.; Baker, K. (2013). Student experiences and perceptions of digital literacy skills development: Engaging learners by design? Electronic Journal of e-Learning, 11(3), 207-225.

Haq, Muhbub ul (1999). Reflections on Human Development. Oxford University Press, Delhi.

Hasselbring. T. S. (1991). Improving education through technology. Preventing School Failure, 35(3), 33-37.

Instituto Nacional de Estadística y Geografía - INEGI (2010). Población urbana y rural [infografía]. Consultado 26 mayo 2016 de http://bit.ly/1jse7IU

Kaplan, D. (2000). Structural equation modeling: foundations and extensions. Thousand Oaks: Sage.

Lahitte, H. B.; Sánchez, M. J. & Tujague, M. P. (2011). El Análisis Descriptivo como recurso necesario en Ciencias Sociales y Humanas. Fundamentos en Humanidades, 11(2), 101-114.

Li, N.; Verma, H.; Skevi, A.; Zufferey, G.; Bloom, J.; & Dillenbourg, P. (2014). Watching MOOCs together: investigating co-located MOOC study groups. Distance Education, 35(2), 217-233.

Novak, J. (1991). Clarify with Concept Maps. Science Teacher, 58(7), 44-49.

Olevnik, P. P. (1991). Information Literacy and the Library. New York, US: Brockport: State University. Available as ERIC Document ED338238.

Oliver, R. (1994). Factors influencing beginning teachers' uptake of computers. Journal of Technology and Teacher Education, 2(1), 7 1-89.

Otterbein, K. F. (1969). Basic Steps in Conducting a Cross-Cultural Study. Cross-Cultural Research, 4(3), 221. doi:10.1177/106939716900400301

Pérez Porto, J. y Gardey, A. (2014). Definición de tecnofilia. Consultado 3 abril 2017 https://definicion.de/tecnofilia/

Rodríguez Armenta, C. E. & Padilla Muñoz, R. (2007). La alfabetización digital en los docentes de la Universidad de Guadalajara. Apertura 7(6), 50-62.

Rodríguez Martínez, C. & Díez Gutiérrez, E. J. (2014). Conocimiento y competen-cias básicas en la formación inicial de maestras y maestros. Profesorado. Revista de Currículum y Formación de Profesorado, Enero-Abril, 383-396.

Sapp, G. (1992). Science literacy: A discussion and an information-based definition. College and Research Libraries, 53(1), 21-30.

Schleicher, N. & Rétfalvi, Gy. (2014). Media & information literacy policies in Hungary 2013. European Media & Information Literacy Forum 2014 http://goo.gl/61N7Eb

Servín, R. (2014). Rechazados por UNAM, IPN y UAM, 9 de cada 10 aspirantes a licenciatura. El Financiero (20.07.2014). Consultado 20.04.2017 de https://goo.gl/vhYhur

Szijjártó, P. (2014:07). Hungarian Language is a Means for Preserving the Nation. Ministry of Foreign Affairs and Trade. Retr. 28.03.2017 https://goo.gl/fBy9HE

Universidad de Guadalajara – UDG (2009). Reglamento de Becas de la U. de G. Consultado 20.04.2017 de https://goo.gl/7bAOvM

United States’ National Council of Teachers of English – NCTE (2013:02). The NCTE Definition of 21st Century Literacies. https://goo.gl/HpCzL4

Van Parys, J. (2017). Languages spoken in Hungary, Language Knowledge in the European Union. Retrieved 06.04.2017 from https://goo.gl/EQ7vC7

Willis, E. M. (1997). Technology: Integrated into, Not Added onto, the Curriculum Experiences in Pre-Service Teacher Education. Computers In The Schools, 13(1-2), 141-153.


Enlaces refback

  • No hay ningún enlace refback.


Usted es el Visitante No.

contador de visitas