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The objective of this systematic review was to analyze pre-existing programs that address a responsible use of the Internet with the aim of managing the diverse challenges and risks of the digital space. Five databases were used to obtain studies from 2017 to 2022. The following variables were analyzed: target population, duration, content, and evaluation. Programmes included the following online risks: cyberbullying, sexting, digital privacy, grooming, identity theft, false information, problematic Internet use, phishing and social engineering, digital identity and online reputation, excessive information sharing, spam and and fraud. The need for the design and implementation of programs that involve the entire educational community and address the issues of pornography and online safety has been identified. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Digital transformation implies changes in professional roles. In this sense, the whole of the teaching staff sees how their identity profile has undergone mutations over the last few years. Therefore, this research has as main objective to analyze the digital identity of teachers in the search to understand the concept in a holistic way. Method: es Regarding this, a systemic review of the pertinent literature has been carried out in the Scopus database. 278 documents have been used and, after the different phases of screening and filtering, 34 studies have been analyzed in depth. Results: The results indicate that the research around this topic has three lines of study focused on the construction of one’s own identity, the improvement of digital competence and the use of virtual platforms for its development. Conclusions: In conclusion, it can be said that, in general, there is a lack of greater depth when it comes to conceptualizing the digital identity centered on the figure of the teacher and on their development as a subject in the virtual world. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Professional teaching is key to ensuring optimum and inclusive education, with information and computing technologies (ICTs) among the ways of achieving this challenge, along with the necessary skills to exploit them. This study aims to understand the level of digital skills of educators at vocational training centres in Spain. The study describes, compares and analyses the responses of 47.11% of the population to a validated ad hoc questionnaire with a reliability of α = .81. A descriptive, correlational and Bayesian network data study was developed using the SPSS Statistics 22 and OpenMarkov programs. The results show that the sample has user-level digital skills, mostly acquired through self-teaching and attending conferences. Furthermore, the most innovative resources and tools are poorly integrated into professional teaching, with specific teaching platforms and programs being the most unknown. In conclusion, administrations must face this challenge by offering permanent training programs to improve digital skills and, as consequence, improve the integration of technological resources as tools for a more accessible and inclusive education. [ABSTRACT FROM AUTHOR]

The accelerated adoption of digital technologies to keep educational processes active during the pandemic invites investigation into its effects on teachers' digital competencies. This research article explored educational experiences mediated by Information and Communication Technologies (ict) during the closure of schools in Colombia, in order to assess their effects on teachers' abilities to integrate technology into classes and their technological knowledge. To do this, two standardized self-report instruments were applied to 1007 high school teachers. The data were analyzed using descriptive statistics, correlational analysis, and thematic analysis. The results indicate that the use of ict during remote classes greatly improved teachers' digital skills. Supporting students in the use of technologies and technological-pedagogical knowledge were the most strengthened aspects. It is concluded that the high ratings of teachers' digital competencies are consistent with the proficiency achieved in using various platforms and applications during the lockdown. However, there remain needs for training in more complex forms of teachers' digital competence that should be considered by initial and ongoing teacher preparation programs. [ABSTRACT FROM AUTHOR]

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This paper presents how the combination of both the active methodologies and the information and communication technologies (ICT) constitutes effective procedures and tools for teaching and learning business Spanish. The theoretical concepts reviewed are the framework of the activity implemented, which main aim was to verify the proposed assumption. In addition, it was also suggested to test the development of the communicative and digital competences of the students that were involved, as well as the necessary abilities to work cooperatively. The participants were 36 individuals, divided into two groups, who studied Spanish as a foreign language and Business and Finance at an educational centre in the USA. Each group used a different active methodology, the case study method and the project-based learning, and digital tools. The research had both a mixed method design, quantitative and qualitative, and a quasiexperimental one. An assessment rubric and an observation sheet were used in order to analise the results, which validated the hypothesis and the objectives of the study. It is therefore concluded that the interaction, participation and skills stimulated during the didactic performance with the active methodologies and the ICT tools implemented and the motivation derived from this process achieve and improve the significant learning of business Spanish. [ABSTRACT FROM AUTHOR]

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This research article aimed to characterize the attitudes, practices, and education processes related to digital competence in Colombian public-school teachers during the period of lockdown due to Covid-19, a contingency which dramatically accelerated the inclusion of technologies into teaching and learning processes. Within this study, 102 teachers from urban and rural public educational institutions in Cali, responded to an online survey of 34 multiple-choice questions, and 3 open questions. Before the pandemic, it was found that the participants were frequent users of digital technologies, in particular of social networks, but they lacked sufficient training to integrate them into their teaching practice. Likewise, they experienced feelings of worry and uncertainty regarding their own digital skills, which decreased during the confinement through self-study and self-training, although with little support from their schools and limited access to resources. Results show the role played by the teachers' information technology competences for access and selection of digital educational resources, as well as the importance of their communication and collaborative skills to maintain interaction with students and families. Also, it was observed that the frequent use of technology is not a sole condition to guarantee its intentional and critical usage in teaching and learning practices. Thus, systematic training and support for educators is required to facilitate the development of their digital competences. [ABSTRACT FROM AUTHOR]

We address the intersection between digital literacy and social education, particularly in socio-educational work with young people aimed at fostering their civic engagement. This challenge requires that social education professionals have holistic training in digital literacy, both in skills and critical digital knowledge. To find out their perceptions of their levels of digital literacy, we carried out a survey of the digital skills and knowledge of social education professionals (N= 144), looking at different sociodemographic variables. We proposed a bivariate analysis using correlations and a multivariate analysis with a multiple linear regression, taking critical digital knowledge as the dependent variable. The results show that, although sociodemographic variables have no effect on the level of critical digital knowledge, certain advanced technical and IT skills do have a significant influence. Finally, we discuss the possibilities for designing training focused on critical digital literacy, to improve performance working with young people. [ABSTRACT FROM AUTHOR]

A teaching staff with Digital Teaching Competencies (DTC) is essential to facilitate the teaching-learning process and the development of students’ digital competencies. This study aims to assess the level of DTC of the students who are about to graduate from the Faculty of Education and Humanities at the University of Tarapacá. A mixed-methods research methodology was used, surveying 136 students who completed their professional practice in 2021 and have completed their pedagogical and disciplinary training. For the quantitative study, the DigCompEdu CheckIn questionnaire (Redecker, 2020) was applied, complemented by information gathering from a focus group of practice supervisors and analysis of the TIC subject syllabi for the qualitative study. The assessment obtained places students at a medium-high level, with only one area showing significant differences in favor of women. This assessment is reaffirmed by the opinion of practice supervisors and syllabus analysis. The high level of DTC assessment achieved can be justified by the virtual format during the pandemic period. Therefore, it is deemed necessary to carry out new investigations and not be complacent with the results obtained. [ABSTRACT FROM AUTHOR]

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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]

The implementation of technology in education brings with it changes for the school community. The Covid-19 pandemic reactivated the use of ICT in education, so teachers needed to be prepared for this challenge. In this context, it is appropriate to listen to the voices of teachers. This study analysed teachers' experiences with technology and identified their needs. Seventeen focus groups were carried out in June 2021, involving 115 primary school teachers in Spain. The sample reflected the typological heterogeneity of the group. The results showed that teachers take on the challenge of implementing ICT due to the opportunities it provides in facilitating communication, collaboration and educational innovation. However, the study also highlighted the need for teacher training, guidance for pupils in the educational use of technology, and family-school collaboration. It found differences in the digital competencies of teachers, and observed that digitalization requires time, dedication and training, which requires greater autonomy in schools. [ABSTRACT FROM AUTHOR]

In the age of Artificial Intelligence (AI), digital competence emerges as an essential pillar for human development. The article begins by exploring in detail what digital competence entails and how it has become a crucial skill in an increasingly digitized world. It then examines the profound transformation of society driven by AI, which has reshaped the economy, education and everyday life, creating new opportunities and challenges. It also delves into the convergence between digital competence and artificial intelligence, and highlights how these two areas influence each other, generating synergies and opportunities for technological progress and human development. Furthermore, it also highlights digital competence as a skill for human development and analyzes how the acquisition of digital skills can boost access to opportunities, inclusion and improved quality of life. Finally, strategies to foster digital competence and human development in the AI era are presented, and the importance of inclusive education, continuous learning, universal access to technology, socioemotional skills, ethical literacy, and cross-sector collaboration is emphasized. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital competences are a key factor for the employability of all professionals, especially business administrators. The main objective of this study was to determine whether there are significant differences in the digital competences of business administration students in their first and last year at a private university in southern Lima, Peru. A quantitative and descriptive comparative methodology was applied to a sample of 220 students. The results show that there are significant differences between the two groups, finding better results in the students who are close to completing the program; however, only a quarter of them have a high level of digital competences. It is concluded that the final year students present better development of digital competences, but that it is necessary to strengthen this aspect in the professional training process to face a hypercompetitive labor market that demands personnel with high levels in this area. [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]