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Digital competence is an essential element for the initial training of teachers, as it allows them to integrate digital technologies into their teaching practice. Therefore, the purposes of this study were: (1) to know the self-perceived level of future teachers of Primary Education and Early Childhood Education regarding their digital competences; (2) to compare if there are significant differences in the digital competences between the future teachers of both educational stages; and (3) to identify if there are significant differences in the competences of the future teachers between the different academic courses of the educational degree, for each educational degree. To achieve the objectives, a non-experimental ex post facto study was carried out with a sample of 897 students from the Infant and Primary degrees. The results showed that future teachers have a medium-high self-perceived level of digital competence in both educational degrees, finding significant differences between future teachers of Early Childhood Education and Primary Education, being the latter those who obtained higher scores. For future teachers of the Early Childhood Education stage, significant differences were found between the students of the first and fourth year, while for those of Primary Education, differences were found between all the academic courses, except between the third and fourth. These results suggest that initial teacher training should focus on the development of the digital competences of future teachers, with special attention to the first academic courses.

Digital competence is an essential element for initial teacher training, as it allows them to integrate technologies into their practice. The objectives set were: (1) to know the self-perceived level of future primary and early childhood education teachers regarding their digital competence; (2) compare if there are significant differences in digital competence between future teachers of both educational stages; (3) to identify if there are significant differences in competence between the different academic courses of the degree, for each educational stage. We proposed a non-experimental study of the ex post facto type and a sample of 897 students of Early Childhood and Primary Education. The results showed that they have a medium-high self-perceived level of digital competence in both educational stages, finding significant differences between future teachers of Early Childhood and Primary Education, the latter being the ones who obtained the highest scores. In Early Childhood Education, significant differences were found between those of the first and fourth year, while in Primary Education, differences were found between all academic courses, except between the third and fourth. These results suggest that initial training should focus on developing the digital competence of future teachers, with special attention to the first academic courses. [ABSTRACT FROM AUTHOR]

This study examined teacher digital competence training for inclusion and social cohesion in Chile during the Covid-19 confinement. The objective was to analyze how teachers are trained in ICT and how they use these tools to develop distance education processes. The methodology used was a quantitative approach through a descriptive design of a multiple-choice questionnaire. The findings indicate that ICT training occurs mainly as a spontaneous process of self-learning by the teacher and that their motivations for training in ICT respond mainly to the desire to improve their professional skills. Teachers highly value training processes to develop distance education processes around the use of technologies. The teachers who adapted their planning for the new distance education are those who carried out self-learning processes and have training in technological tools. Most teachers opted for a mixed approach in content delivery and complemented classes through video calling platforms with tools for asynchronous work. Regarding evaluation processes, teachers certainly know that clear and precise instructions are relevant in distance education.

Digital leisure has become a useful and motivating didactic tool for student learning, which also contributes to the acquisition of digital skills. The aim of this study is to analyse the access and use of digital technology by university students at the Universidad de San Carlos de Guatemala (USAC), as well as their attitudes towards digital leisure. This study is framed within the quantitative paradigm, with a non-experimental, cross-sectional, descriptive, exploratory, and correlational design. A total of 203 university students (47.5% male; 52.5% female) from USAC between the ages of 17 and 49 (M=23.33; SD=5.55) participated in the study. The results indicate that the most accessed digital devices and services by university students are smartphones (91.8%) and laptops (80.3%). Additionally, 96% of the students have profiles on social networks. Specifically, younger students (17-20 years) are the ones who have the highest usage of digital technology for leisure purposes and show greater enjoyment of these digital activities. This data shows how university students, particularly newly admitted ones, are highly familiar with digital technology and possess a positive attitude towards digital leisure. Thus, teachers can make use of this openness towards technology and include it as a learning tool in the classroom to then promote digital competences and so create a motivating and effective learning environment.

Digital leisure has become a useful and motivating didactic tool for student learning, which also contributes to the acquisition of digital skills. The aim of this study is to analyse the access and use of digital technology by university students at the Universidad de San Carlos de Guatemala (USAC), as well as their attitudes towards digital leisure. This study is framed within the quantitative paradigm, with a non-experimental, cross-sectional, descriptive, exploratory, and correlational design. A total of 203 university students (47.5% male; 52.5% female) from USAC between the ages of 17 and 49 (M=23.33; SD=5.55) participated in the study. The results indicate that the digital devices and services most accessed by university students are smartphones (91.8%) and laptops (80.3%), and 96% have profiles on social networks. Specifically, younger students (17-20 years old) are the ones who use digital technology most for digital leisure activities and show a greater enjoyment of digital leisure activities. These data reflect how mainly new university students are familiar with digital technology and have a positive attitude towards digital leisure, which could be used by teachers to promote the inclusion of this tool in the classroom to promote digital competences and create a motivating and effective learning environment. [ABSTRACT FROM AUTHOR]

This study examined teacher training in digital competence for social inclusion and cohesion in Chile during the Covid-19 confinement. The objective was to analyze how teachers are trained in ICT and how they use these tools to develop educational processes at a distance. The methodology used was a quantitative approach through a descriptive design of a multiplechoice questionnaire. The findings indicate that ICT training occurs mainly as a spontaneous process of self-learning on the part of the teacher and that their motivations for training in ICT respond mainly to the desire to improve their professional competencies. Teachers highly value the training processes to develop distance education processes around the use of technologies. The teachers who adapted their planning for the new scenario of distance education are those who carried out self-learning processes and have training in technological tools. Most of the teachers opted for a mixed approach in the delivery of content and complemented classes through videoconferencing platforms with tools for asynchronous work. Regarding evaluation processes, teachers are clear that clear and precise instructions are a relevant element in distance education. [ABSTRACT FROM AUTHOR]

This article show an experience of creating a "serious game" video game in a multilevel classroom of a rural school located in the province of Malaga (Spain) during the 2018/19 school year. In order to know the limitations, weaknesses and potentialities inherent in a project of this complexity and to analyze the perceptions, learning and educational experiences of the students. We have used a qualitative methodology. From a methodological perspective, throughout the entire school year, in-depth interviews and discussion groups have been carried out in which all the students and teachers who have been involved in the project have participated. The analysis of the information provided mainly shows limitations related to teacher training and that the design and creation of a video game contributes to the development of technical, curricular, attitudinal and transversal skills, abilities and knowledge in students. In conclusion, the creation of video games in the classroom brings personal, curricular and professional benefits to the students, however, it is necessary, on the one hand, to expand the offer and improve the training quality of the teaching staff -initial and continuous-, and, on the other On the other hand, promote the development of educational projects that facilitate the involvement of agents outside the center. [ABSTRACT FROM AUTHOR]

La importancia de las TIC en la Educación Superior está presente en las políticas internacionales y nacionales; en momentos contextuales donde se prioriza la educación a distancia y asíncrona, es urgente identificar las competencias de los universitarios. Esta investigación buscó validar en población mexicana una escala para evaluar la frecuencia de uso y función de las TIC y los contextos educativos en donde se utilizan, que apoye el conocimiento acerca de sus fortalezas y áreas de oportunidad. La metodología fue cuantitativa y se dividió en dos fases: 1) estudio descriptivo para diseñar y pilotear la escala; y 2) validación de la versión final del instrumento con 390 estudiantes de tres estados del país. A partir del análisis de estudios descriptivos, de normalidad, validez de constructo (análisis factorial) y confiabilidad, el instrumento quedó conformado por dos componentes: a) 26 reactivos distribuidos en 4 factores que miden frecuencia de uso y función; y b) 8 reactivos de opción múltiple para identificar los contextos educativos de uso. La escala explica 42.7% de la varianza, con un Alpha de Cronbach global de .91. Emplear instrumentos confiables de evaluación en la Educación Superior, facilitará la intervención y el desarrollo de estrategias psicoeducativas para la adquisición de competencias en TIC. /// The importance of ICT in Higher Education is present in international and national policies; in contextual moments where distance and asynchronous education is prioritized, it is urgent to identify the competences in university students. This research sought to validate in the Mexican population a scale to evaluate the frequency of use and function of ICTs and the educational contexts in which they are used, that supports knowledge about their strengths and areas of opportunity. The methodology was quantitative and divided into two phases: 1) descriptive study to design and pilot the scale; and 2) validation of the final version of the instrument with 390 students from three states of the country. From the analysis of descriptive studies, normality, construct validity (factor analysis) and reliability, the instrument was make up of two components: a) 26 items distributed in 4 factors that measure frequency of use and function; and b) 8 multiple - choice items to identify educational contexts of use. This scale explained 42.7% of the variance, with a global Cronbach Alpha of .91. The use of reliable assessment tools in higher education, will facilitate the intervention and the development of psycho - educational strategies for the acquisition of ICT skills.

El logro de una competencia digital entre el alumnado se ha convertido en un objetivo principal dentro de las políticas educativas españolas de las últimas décadas. A este respecto, el Marco Europeo para Organizaciones Educativas Digitalmente Competentes (DigCompOrg) guía a los centros educativos en su proceso de digitalización de forma sistemática. Este trabajo evalúa el uso de las tecnologías de aprendizaje de un centro de enseñanza secundaria de la Región de Murcia (estudio de caso) según las dimensiones contempladas en el modelo europeo. El diseño de la investigación se fundamenta en el modelo ADDIE y escoge una metodología mixta en la que se aplican técnicas de tipo cuantitativo (cuestionario SELFIE) y cualitativo (grupo de discusión). Los resultados que se presentan aquí recogen el análisis de la información cualitativa del alumnado de Enseñanza Secundaria Obligatoria, profesorado y equipo directivo. Esta primera etapa de detección de necesidades ha permitido al centro establecer un proceso de autorreflexión y autoevaluación sobre su proceso de digitalización, así como la propuesta de acciones y estrategias de mejora que refuercen su compromiso con las pedagogías digitales. Entre ellas destaca el desarrollo de una estrategia digital de centro, establecer mecanismos de evaluación del progreso o trabajar con tecnologías de aprendizaje digital que fomenten la autoevaluación y coevaluación, acciones todas ellas relacionadas con las dimensiones de liderazgo y prácticas evaluativas del modelo europeo. /// The achievement of digital competence among students has become a main objective within Spanish educational policies in recent decades. In this regard, the European Framework for Digitally Competent Educational Organizations (DigCompOrg) guides schools in their digitization process in a systematic way. This research evaluates the degree of development of the use of learning technologies in a secondary school in the Region of Murcia (case study) according to the dimensions contemplated in the European model. The research design is based on the ADDIE model and chooses a mixed methodology in which quantitative (SELFIE questionnaire) and qualitative (discussion group) techniques are applied. The results presented here collect the analysis of the qualitative information on secondary school students, teachers and school leaders. This first stage of detection of needs has allowed the center to establish a self-reflection and self-evaluation process on its digitization process, as well as the proposal of actions and improvement strategies that reinforce its commitment to digital pedagogies. Among them is the development of a digital strategy for the center, establishing progress evaluation mechanisms or working with digital learning technologies that promote self-evaluation and co-evaluation, all of which are related to the leadership dimensions and evaluative practices of the European model.

La competencia digital docente debe incluir, además de la utilización de medios tecnológicos y redes sociales aplicados a la educación, la interpretación de la información audiovisual y la creación y difusión de contenidos digitales, entre otros aspectos. En el presente trabajo, partiendo de una realidad concreta de estudiantes del Grado de Educación Primaria de la Universidad de Murcia, se les propone la realización de una actividad didáctica centrada en la sostenibilidad usando Instagram. Para valorar el trabajo realizado por el alumnado, se diseñó una rúbrica específica que aunase el abordaje de la cuestión científica planteada junto al desarrollo del pensamiento visual como estrategia didáctica. Tras la realización de la actividad, los 15 equipos de trabajo que se crearon, generaron mas de 200 publicaciones con una interacción en torno a 1,400 personas. El 73,3% de los trabajos elaborados obtuvieron una puntuación superior a la puntuación establecida como aceptable. Entre las conclusiones, destacamos que los futuros docentes, nativos digitales, tienen capacidades de manejo y uso de las redes sociales y tienen conocimientos científicos suficientes para su futura labor docente, pero encuentran dificultades a la hora de aunar ambos aspectos. /// The teaching digital competence must include, in addition to the use of technological means and social networks applied to education, the interpretation of audiovisual information and the creation and dissemination of digital content, among other aspects. In the present work, starting from a concrete reality of students of the Degree of Primary Education of the University of Murcia, it is proposed to carry out a didactic activity focused on sustainability using Instagram. To assess the work done by the students, a specific rubric was designed that combines the approach to the scientific question posed together with the development of visual thinking as a didactic strategy. After carrying out the activity, the 15 work teams that were created generated more than 200 publications with an interaction of around 1,400 people. 73.3% of the works produced obtained a score higher than the score established as acceptable. Among the conclusions, we highlight that future teachers, digital natives, have management skills and use of social networks and have sufficient scientific knowledge for their future teaching work, but they encounter difficulties when combining both aspects.

Senegal es un país subsahariano que desde hace unos años ha implantado la enseñanza de español como LE, sin embargo, no ha podido desarrollarse, de forma efectiva, debido al analfabetismo tecnológico reflejado en los índices de competencia digital. Por lo tanto, este trabajo tiene como objetivo analizar la competencia digital docente en la enseñanza del español en el país africano para identificar la brecha digital existente y cómo se incrementaría su riesgo de exclusión digital. Asimismo, intenta proponer herramientas digitales didácticas, es decir, ofrece una propuesta innovadora que promueve el uso de las nuevas tecnologías en la didáctica del español en Senegal. Desde el punto de vista metodológico, se trata de una investigación mixta cuali-cuantitativa basada en el Marco Común de competencia digital docente y el cuestionario diseñado por la Universidad de La Rioja para el análisis de competencias digitales docentes. Como muestra se han seleccionado docentes y estudiantes de español con lengua extranjera de la Universidad Gaston Berger en Senegal. Los resultados obtenidos indican que existe una disparidad en las competencias digitales, lo que promueve una brecha digital e incrementa su riesgo de exclusión digital. Por tanto, esta investigación intenta contribuir con el desarrollo de la competencia digital en las universidades senegalesas con el fin de mejorar la enseñanza del español y el desarrollo de competencias digitales. /// Senegal is a sub-Saharan country that for some years has introduced the teaching of Spanish as LE, however, it has not been able to develop, effectively, due to the technological illiteracy reflected in the digital competence indices. Therefore, this work aims to analyze the digital competence of teachers in the teaching of Spanish in the African country to identify the existing digital divide and how it would increase its risk of digital exclusion. It also tries to propose didactic digital tools, that is, it offers an innovative proposal that promotes the use of new technologies in the didactics of Spanish in Senegal. From the methodological point of view, this is a mixed qualitative-quantitative research based on the Common Framework of Teaching Digital Competence and the questionnaire designed by the University of La Rioja for the analysis of teaching digital competences. As a sample, teachers and students of Spanish with a foreign language from the Gaston Berger University in Senegal have been selected. The results show that there is a disparity in digital skills, which promotes a digital divide and increases their risk of digital exclusion. Therefore, this research aims to contribute to the development of digital competence in Senegalese universities in order to improve the teaching of Spanish and the development of digital skills.

The importance of ICT in Higher Education is present in international and national policies; in contextual moments where distance and asynchronous education is prioritized, it is urgent to identify the competences in university students. This research sought to validate in the Mexican population a scale to evaluate the frequency of use and function of ICTs and the educational contexts in which they are used, that supports knowledge about their strengths and areas of opportunity. The methodology was quantitative and divided into two phases: 1) descriptive study to design and pilot the scale; and 2) validation of the final version of the instrument with 390 students from three states of the country. From the analysis of descriptive studies, normality, construct validity (factor analysis) and reliability, the instrument was make up of two components: a) 26 items distributed in 4 factors that measure frequency of use and function; and b) 8 multiple - choice items to identify educational contexts of use. This scale explained 42.7% of the variance, with a global Cronbach Alpha of .91. The use of reliable assessment tools in higher education, will facilitate the intervention and the development of psycho - educational strategies for the acquisition of ICT skills. [ABSTRACT FROM AUTHOR]

A modalidade de ensino semipresencial tem sido uma tendência a curto prazo e a sua ampla possibilidade de aplicações tem despertado o interesse de pesquisadores. Diante disso, esta pesquisa tem o objetivo de identificar quais são os fatores críticos de sucesso para a adoção de disciplinas semipresenciais em cursos presenciais, na perspectiva dos estudantes. A investigação se deu em uma Instituição de Ensino Superior (IES) privada do sul do Brasil, por meio da aplicação de questionários a 331 estudantes que cursam disciplinas na modalidade semipresencial. A análise foi realizada de forma qualitativa, por meio da análise de conteúdo, e quantitativa, com a comparação de variáveis categóricas por meio de cálculos das estatísticas da relação entre elas. Os resultados apontam para os seguintes fatores críticos de sucesso: em primeiro lugar, deve ser desenvolvida a competência digital dos professores, pois estes precisam estar bem preparados para ajudar a desenvolver a competência digital dos estudantes. A partir disso, outros fatores passam a ser determinantes, como a tecnologia, que deve possuir interface amigável, ser fácil de navegar, promover a interação e construção colaborativa do conhecimento. Além disso, as disciplinas devem ser estruturadas com a aplicação de metodologias ativas de ensino e aprendizagem e com a adoção de uma diversidade de atividades que possuam, principalmente, estímulos visuais. Todos os fatores levantados são interdependentes e necessitam de aperfeiçoamento contínuo. /// Blended learning has been a short term trend and its wide range of applications has aroused the interest of researchers. Therefore, this research aims to identify which are the critical success factors for adoption of blended learning subjects in traditional classroom courses, from the students' perspective. The investigation took place in a private Higher Education Institution, in south Brazil, through the application of questionnaires to 331 students taking courses in the blendend learning modality. The analysis was performed in a qualitative way, through content analysis, and quantitative way, with the comparison of categorical variables through calculations of the statistics of the relationship between them. The results point to the following critical success factors: first, teachers 'digital competence must be developed, as they need to be well prepared to help in the development of students' digital competence. From this, other factors become decisive, such as technology, which must have a friendly interface, be easy to navigate, promote interaction and collaborative construction of knowledge. In addition, the disciplines must be structured with the application of active learning methodologies and with the adoption of a variety of activities that have, mainly, visual stimulus. All the factors raised are interdependent and need continuous improvement.

El confinamiento sufrido en la primavera de 2020 supuso, entre otros cambios, la aplicación generalizada de la enseñanza telemática en todos los niveles educativos, poniendo en evidencia los problemas de dotación, conectividad y también las limitaciones formativas de los estudiantes, entre ellas, el escaso desarrollo de la Competencia Digital (CD) para afrontar este reto. En este contexto, presentamos los principales resultados de un estudio realizado en Galicia (curso 2018-2019), que tenía como objetivo ahondar en la CD del alumnado de 6º curso de primaria. Este responde a un diseño mixto con una primera fase cualitativa, estudio de casos múltiple, y una segunda fase cuantitativa en la que se aplicó una prueba de evaluación de la CD. Los resultados ponen de manifiesto un nivel medio en CD de 5.96 en una escala de 0 a 10, con una importante diferencia entre los dos componentes de esta puntuación: conocimientos y capacidades (M=5.10) y actitudes (M=8.04). Los estudios de caso también permiten observar procesos de búsqueda de información poco sistemáticos y sin contrastar; diferencias en cuanto al género en el área comunicativa; escasas habilidades para la resolución de problemas; estrategias de creación de contenidos básicas y diferencias entre la actitud hacia la seguridad y los comportamientos reales de los menores. Las conclusiones destacan el papel de la escuela en el desarrollo de la CD en un futuro digitalizado. /// The lockdown suffered in spring 2020 involved, among other changes, the widespread application of online training at all educational levels, highlighting not only problems related to technological resources and connectivity but also to students' formative deficiencies, such as a level development of the digital competence (DC) too limited to fulfil the ongoing challenges. In this context, we present the results of a study carried out in Galicia during the 2018-2019 academic year in order to delve into 6th-grade students' digital competence; a mixed methods research composed of a first qualitative phase, a multiple-case study, and a second one, quantitative, in which an assessment test of the DC was applied. The results attained show an average level of 5.96 out of 10 in DC, with an important difference between the two components of this punctuation; namely, knowledge and skills (M=5.10) and attitude (M=8.04). The case studies also allow us to observe: information-search processes carried out unsystematically and whose results are not adequately contrasted; differences between genders in the communicative area; scarce problem-solving skills; too basic content-creation strategies, and differences between teenagers’ attitude towards security and their actual behaviours. The conclusions stress the role of school in the development of DC in a digitalised future.

Este estudo, sobre estratégias para gestão de competências digitais utilizadas pelas instituições de ensino superior, tem grande relevância uma vez que, com a onipresença das Tecnologias da Informação e Comunicação –TIC – torna-se necessário o incentivo quanto ao uso de forma crítica, ética e criativa dos recursos e ferramentas digitais, integrando novas ações ao contexto educacional. Assim, o artigo objetiva identificar quais estratégias de ensino e de aprendizagem as instituições de ensino superior estão realizando para qualificação discente em competências digitais. Para coleta de dados, realizou-se o estudo em duas etapas, sendo a primeira referente a buscas de forma exploratória, para identificação de modelos de competências digitais, enfatizando-se o Quadro Europeu de Competências Digitais para os Cidadãos - DigComp 2.0. Em um segundo momento, a realização de buscas de forma sistemática, para identificar as estratégias de ensino e de aprendizagem aderidas pelas instituições de ensino superior para desenvolvimento das competências digitais dos discentes. A partir da análise qualitativa entre as similaridades das estratégias identificadas, e as competências digitais, pode-se realizar cruzamento entre tais dados, classificando as ações realizadas pelos centros acadêmicos, de acordo com as cinco áreas evidenciadas no Quadro Europeu. Nesse viés, o estudo demonstrou que as ações realizadas pelas instituições de ensino superior, não atendem as áreas de criação de conteúdo digital, e segurança, recomendando-se novas práticas acadêmicas para suprir tal lacuna. /// This study on strategies for the management of digital competences used by higher education institutions is of great relevance since, with the ubiquity of ICTs, it becomes necessary to encourage the use of critical, ethical and creative use of digital resources and tools, integrating new actions into the educational context. Thus, the article aims to identify which teaching and learning strategies higher education institutions are performing for student qualification in digital skills. In order to collect data, the study was carried out in two stages, the first one referring to exploratory searches, to identify models of digital skills, emphasizing the European Digital Competence Framework for Citizens DigComp 2.0. In a second moment, the carrying out of searches in a systematic way, to identify teaching and learning strategies. From the qualitative analysis between the similarities of the strategies identified, and the digital competences, it is possible to cross-cut these data, classifying the actions carried out by the academic centers, according to the five areas evidenced in the European Framework. In this bias, the study demonstrated that the actions taken by higher education institutions do not serve the areas of digital content creation and security, recommending new academic practices to overcome this gap.

Today's society is image-centric, flooding our lives with visual information through advertising, the media, and especially social media. Therefore, future teachers must develop the teaching digital competence must include, in addition to the use of technological means and social networks applied to education, the interpretation of audiovisual information and the creation and dissemination of digital content, among other aspects. In the present work, starting from a concrete reality of students of the Degree of Primary Education of the University of Murcia, it is proposed to carry out a didactic activity focused on sustainability using Instagram. To assess the work done by the students, a specific rubric was designed that combines the approach to the scientific question posed together with the development of visual thinking as a didactic strategy. After carrying out the activity, the 15 work teams that were created generated more than 200 publications with an interaction of around 1400 people. 73.3% of the works produced obtained a score higher than the score established as acceptable. Among the conclusions, we highlight that future teachers, digital natives, have management skills and use of social networks and have sufficient scientific knowledge for their future teaching work, but they encounter difficulties when combining both aspects. [ABSTRACT FROM AUTHOR]

Senegal is a sub-Saharan country that for some years has introduced the teaching of Spanish as LE, however, it has not been able to develop, effectively, due to the technological illiteracy reflected in the digital competence indices. Therefore, this work aims to analyze the digital competence of teachers in the teaching of Spanish in the African country to identify the existing digital divide and how it would increase its risk of digital exclusion. It also tries to propose didactic digital tools, that is, it offers an innovative proposal that promotes the use of new technologies in the didactics of Spanish in Senegal. From the methodological point of view, this is a mixed qualitative-quantitative research based on the Common Framework of Teaching Digital Competence and the questionnaire designed by the University of La Rioja for the analysis of teaching digital competences. As a sample, teachers and students of Spanish with a foreign language from the Gaston Berger University in Senegal have been selected. The results show that there is a disparity in digital skills, which promotes a digital divide and increases their risk of digital exclusion. Therefore, this research aims to contribute to the development of digital competence in Senegalese universities in order to improve the teaching of Spanish and the development of digital skills. [ABSTRACT FROM AUTHOR]

The achievement of digital competence among students has become a main objective within Spanish educational policies in recent decades. In this regard, the European Framework for Digitally Competent Educational Organizations (DigCompOrg) guides schools in their digitization process in a systematic way. This research evaluates the degree of development of the use of learning technologies in a secondary school in the Region of Murcia (case study) according to the dimensions contemplated in the European model. The research design is based on the ADDIE model and chooses a mixed methodology in which quantitative (SELFIE questionnaire) and qualitative (discussion group) techniques are applied. The results presented here collect the analysis of the qualitative information on secondary school students, teachers and school leaders. This first stage of detection of needs has allowed the center to establish a self-reflection and self evaluation process on its digitization process, as well as the proposal of actions and improvement strategies that reinforce its commitment to digital pedagogies. Among them is the development of a digital strategy for the center, establishing progress evaluation mechanisms or working with digital learning technologies that promote self-evaluation and co-evaluation, all of which are related to the leadership dimensions and evaluative practices of the European model. [ABSTRACT FROM AUTHOR]

The lockdown suffered in spring 2020 involved, among other changes, the widespread application of online training at all educational levels, highlighting not only problems related to technological resources and connectivity but also to students' formative deficiencies, such as a level development of the digital competence (DC) too limited to fulfil the ongoing challenges. In this context, we present the results of a study carried out in Galicia during the 2018-2019 academic year in order to delve into 6th-grade students' digital competence; a mixed methods research composed of a first qualitative phase, a multiple-case study, and a second one, quantitative, in which an assessment test of the DC was applied. The results attained show an average level of 5.96 out of 10 in DC, with an important difference between the two components of this punctuation; namely, knowledge and skills (M=5.10) and attitude (M=8.04). The case studies also allow us to observe: information-search processes carried out unsystematically and whose results are not adequately contrasted; differences between genders in the communicative area; scarce problem-solving skills; too basic content-creation strategies, and differences between teenagers' attitude towards security and their actual behaviours. The conclusions stress the role of school in the development of DC in a digitalised future. [ABSTRACT FROM AUTHOR]

Blended learning has been a short term trend and its wide range of applications has aroused the interest of researchers. Therefore, this research aims to identify which are the critical success factors for adoption of blended learning subjects in traditional classroom courses, from the students' perspective at a private Brazilian university. The investigation took place in a private Higher Education Institution, in south Brazil, through the application of questionnaires to 331 students taking courses in the blendend learning modality. The analysis was performed in a qualitative way, through content analysis, and quantitative way, with the comparison of categorical variables through calculations of the statistics of the relationship between them. The results point to the following critical success factors: first, teachers' digital competence must be developed, as they need to be well prepared to help in the development of students' digital competence. From this, other factors become decisive, such as technology, which must have a friendly interface, be easy to navigate, promote interaction and collaborative construction of knowledge. In addition, the disciplines must be structured with the application of active learning methodologies and with the adoption of a variety of activities that have, mainly, visual stimulus. All the factors raised are interdependent and need continuous improvement. [ABSTRACT FROM AUTHOR]

This study on strategies for the management of digital competences used by higher education institutions is of great relevance since, with the ubiquity of ICTs, it becomes necessary to encourage the use of critical, ethical and creative use of digital resources and tools, integrating new actions into the educational context. Thus, the article aims to identify which teaching and learning strategies higher education institutions are performing for student qualification in digital skills. In order to collect data, the study was carried out in two stages, the first one referring to exploratory searches, to identify models of digital skills, emphasizing the European Digital Competence Framework for Citizens DigComp 2.0. In a second moment, the carrying out of searches in a systematic way, to identify teaching and learning strategies. From the qualitative analysis between the similarities of the strategies identified, and the digital competences, it is possible to cross-cut these data, classifying the actions carried out by the academic centers, according to the five areas evidenced in the European Framework. In this bias, the study demonstrated that the actions taken by higher education institutions do not serve the areas of digital content creation and security, recommending new academic practices to overcome this gap. [ABSTRACT FROM AUTHOR]

The technology immersion programs in primary schools, to overtake digital divide, are creating opportunities for interaction with families. The aim of this study is to identify those areas, purpose, functions, and difficulties. Emerge with enormous strength in the study a set of mediations of family literacy processes that their children live in schools and school responses to some specific demands highly concerned families preparing their children. The conclusions suggest that what happens in schools question, in a way, traditional grammar school relationships with the community. With technology, the school is open to the interaction of parents. [ABSTRACT FROM AUTHOR]

This research aims to know the level of digital competence that non-university education students have from their own perspective. In addition, hypotheses have been made to know if there are differences in these perceptions according to different sociological variables. For the evaluation of the digital competences, the theoretical model proposed by Ala-Mutka (2011), for the systematization and /or breakdown of digital competence, was adapted on a Likert scale. In this research an intentional sampling is applied circumscribed to centers previously identified as centers that have participated in the "School 2.0 Program" selected by the Center of Teachers of Seville as centers of good ICT practices.The sample consists of a total of 336 students, 49,8% were boy-students and 50,2% are girl-students, of which 50,3% were Primary school students and 49,7% are Secondary. Overall, the results show that students perceived to have an average level of digital skills. Moreover, significant differences in this perception as to be detected if the students have internet at home (ρ = 0.012), if they have received ultra-laptops in schools (ρ = 0.001), and with respect to the age at which the students began using the computer (ρ = 0.038). The results obtained here are relevant to appraise the impact of ICT policies and digital competences of students. [ABSTRACT FROM AUTHOR]