SciELO - Scientific Electronic Library Online

 
vol.35 número51Soluções tecnológicas para a educação. Desafios, oportunidades e divisõesDesigualdades digitais no ensino médio em uma emergência de saúde. Um olhar a partir da educação inclusiva índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Links relacionados

Compartilhar


Revista de Ciencias Sociales

versão impressa ISSN 0797-5538versão On-line ISSN 1688-4981

Resumo

MORALES, María Julia. Digital competence in technology-mediated learning. A first post-pandemic reflection. Rev. Cien. Soc. [online]. 2022, vol.35, n.51, pp.33-62.  Epub 01-Dez-2022. ISSN 0797-5538.  https://doi.org/10.26489/rvs.v35i51.2.

This article provides a mapping of ICT inclusion education policies and digital competency frameworks and the relevance of understanding their scope in a pandemic and post-pandemic context. Firstly, we review how the 1-to-1 models of digital inclusion have burst into education systems and how they reflect a view of the incorporation of ICT from a perspective that takes into account the student and the development of digital competence (DC) in them, to then delve into the development of digital competence of teachers (TDC) as a relevant actor in teaching and learning processes mediated by digital technologies. Finally, it reflects on research results in relation to the tools that education in Uruguay has had to face an accelerated transition towards an emergency remote teaching, as the only educational response in a context of uncertainty in pandemic and how it could be thought post-pandemic and for whom in a continuum from face-to-face mediated by digital technologies to full virtuality.

Palavras-chave : ICT; education; digital teaching competence.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )