Competencias TIC y mediáticas del profesorado. Convergencia hacia un modelo integrado AMI-TIC

Abstract This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on iCt (Information and Communication Tech...

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Published inComunicar (Huelva, Spain) Vol. 30; no. 70; pp. 1 - 12
Main Authors Gutiérrez-Martín, Alfonso, Pinedo-González, Ruth, Gil-Puente, Cristina
Format Journal Article
LanguageSpanish
Published Huelva Grupo Comunicar 01.01.2022
EditionSpanish ed.
Subjects
Data collection
Educational Change
Information literacy
Integrated Curriculum
Journalism Education
Literacy
Media literacy
Pedagogical Content Knowledge
Preservice Teacher Education
Questionnaires
Teacher attitudes
Teacher Competencies
Teacher education
Teacher Improvement
Teacher Qualifications
Teaching Models
Australia
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Summary:Abstract This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on iCt (Information and Communication Technologies) and MIL (Media and Information Literacy). Media literacy, teacher training, digital competence, media and information literacy, educommunication, curriculum integration. 1.Introducción La relación entre educación, comunicación y tecnología ha experimentado un notable auge en la era digital, pero se remonta a los orígenes del propio lenguaje. Entre los primeros destacaríamos el modelo TPACK (Technological Pedagogical Content Knowledge) de Mishra y Koehler (2006), y el NETS-T Standards, de la ISTE (International Society for Technology in Education) (Fuller, 2020).
ISSN:1134-3478
1988-3293
DOI:10.3916/C70-2022-02