Mediation Models Predicting the Level of Digital Competence of 12-14 Year Old Schoolchildren in the Area of Digital Problem Solving

  1. Marcos Cabezas González 1
  2. Sonia Casillas Martín 1
  3. Ana García-Valcárcel Muñoz-Repiso 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Ano de publicación: 2022

Volume: 11

Número: 2

Páxinas: 168-185

Tipo: Artigo

DOI: 10.7821/NAER.2022.7.789 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: NAER: Journal of New Approaches in Educational Research

Obxectivos de Desenvolvemento Sustentable

Resumo

La tecnología ha adquirido un valor incalculable y la competencia digital se ha convertido en una necesidad para los estudiantes. La investigación que se presenta pretende proponer modelos mediacionales que expliquen la influencia de factores actitudinales, de uso de la tecnología y familiares en el nivel competencial para la resolución de problemas digitales de estudiantes de Educación Obligatoria (12-14 años). Se utilizó una metodología cuantitativa con un diseño de corte transversal y se trabajó con una muestra de 772 estudiantes de 18 centros educativos de acuerdo con un tipo de muestreo aleatorio estratificado. Para la recogida de información se utilizó una prueba objetiva de evaluación para los conocimientos y las habilidades y una escala Likert para las actitudes. Se realizaron análisis de regresión, mediante la creación de modelos teóricos de referencia, basados en la técnica bootstrapping. Los resultados evidencian que los escolares que manifiestan una actitud favorable hacia la resolución de problemas digitales demuestran un mejor nivel competencial, influyendo positivamente la disposición de dispositivos tecnológicos y la frecuencia de uso de los mismos para la realización de actividades escolares y no escolares en el hogar.

€ Ver financiamento

Información de financiamento

Financiadores

Referencias bibliográficas

  • Albitres, J., Salinas, L., Bazan, R., Herrera, H., & Agüero, J. (2021). Attitude towards the use of Information and Communication Technologies for teaching university professors in the context of COVID-19. Revista Innova Educación, 3(2), 424–437. https://doi.org/10.35622/j.rie.2021.02.00
  • Almerich, G., Díaz-García, I., Cebrián-Cifuentes, S., & Suárez-Rodríguez, J. M. (2018). Dimensional structure of 21st century competences in university students of education. RELIEVE, 24(2), 1–21. http://doi.org/10.7203/relieve.24.1.12548
  • Almerich, G., Suárez-Rodríguez, J., Díaz-García, I., & Orellana, N. (2020). Structure of 21st century competences in students in the sphere of education. influential personal factors. RELIEVE, 24(1), 45–74. http://doi.org/10.7203/relieve.24.1.12548
  • Arango, D. A. G., Villarreal, J. E., Cuéllar, Ó. A., Echeverri, C. A., Henao, C. F., & Botero, M. A. (2020). Digital competence in university teachers: Evaluation of relation between attitude, training and digital literacy in the use of ICT in educational environments. RISTI, E29, 538–552. Retrieved from https://bit.ly/3eJ3lzM
  • Basantes-Andrade, A. V., Cabezas-González, M., & Casillas-Martín, S. (2020). Digital Competences Relationship between Gender and Generation of University Professors. IJASEIT, 10(1), 205–211. https://doi.org/10.18517/ijaseit.10.1.10806
  • Basilotta, V., García-Valcárcel, A., Casillas-Martín, S., & Cabezas-González, M. (2020). Evaluation of information literacy skills in students and a study of several influential variables. Revista Complutense de Educación, 31(4), 517–528. https://doi.org/10.5209/rced.65835
  • Baturay, M. H., Gökçearslan, Ş., & Ke, F. (2017). The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance. IJTEL, 9(1), 1–13. https://doi.org/10.1504/IJTEL.2017.10003119
  • Björn, M., & Svensson, I. (2021). Exploring an intervention’s impact on everyday school activities. SfL, 36(1), 5–19. https://doi.org/10.1111/1467-9604.12336
  • Bolkan, S., Goodboy, A. K., & Myers, S. A. (2017). Conditional processes of effective instructor communication and increases in students’ cognitive learning. Communication Education, 66(2), 129–147. https://doi.org/10.1080/03634523.2016.1241889
  • Bunting, L., Segerstad, Y. H., & Barendregt, W. (2021). Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom. International Journal of Child-Computer Interaction, 27, 100236. https://doi.org/10.1016/j.ijcci.2020.100236
  • Cabanillas García, J. L., Luengo González, R., & Torres Carvalho, J. L. (2019). Differences of attitude concerning ict of professional training in presential and virtual environments (Plan @vanza) Pixel Bit, 55, 37–55. https://doi.org/10.12795/pixelbit.2019.i55.03
  • Cabero-Almenara, J., & Palacios-Rodríguez, A. (2021). Metareflexion on digital teaching competence: Competence frameworks’ analysis. Revista Panorâmica, 32, 32–48. Retrieved from https://bit.ly/2RfdOe9
  • Cabezas-González, M., Casillas-Martín, S., & García-Peñalvo, F. J. (2021). The digital competence of pre-service educators: influence of personal variables. Sustainability, 13(4). https://doi.org/10.3390/su13042318
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1. The digital competence framework for citizens. Publications Office of the European Union. https://doi.org/10.2760/38842
  • Casillas-Martín, S., & Cabezas-González, M. (2019). Are early childhood education teachers prepared for educating in the network society? Opción, 35(89), 1317–1348. Retrieved from https://produccioncientificaluz.org/index.php/opcion/article/view/27528
  • Casillas-Martín, S., Cabezas-González, M., & García-Valcárcel, A. (2020). Psychometric analysis of a test to assess the digital competence of compulsory education students. Relieve, 26(2). http://doi.org/10.7203/relieve.26.2.17611
  • Chaudron, S., Gioia, R. D., & Gemo, M. (2018). Young children (0-8) and digital technology: A qualitative study across Europe. Publications Office of the European Union. https://doi.org/10.2760/245671
  • Chen, X., & Hu, J. (2020). ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries. Computers & Education, 159. https://doi.org/10.1016/j.compedu.2020.104004
  • Colás, P., Conde, J., & Reyes, S. (2017). Digital competences of non-university students. RELATEC, 16(1), 7–20. https://doi.org/10.17398/1695-288X.16.1.7
  • European Union (2018). Recomendación C 189 Relativa a las Competencias Clave Para el Aprendizaje Permanente. Diario Oficial de la Unión Europea. Retrieved from https://bit.ly/3r8w4Dp
  • Ferrari, A. (2013). A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. Retrieved from https://doi.org/10.2788/52966
  • García-Martín, S., & Cantón-Mayo, I. (2019). Use of technologies and academic performance in adolescent students. Comunicar, 59(27), 73–81. https://doi.org/10.3916/C59-2019-07
  • García-Valcárcel, A., Casillas-Martín, S., & Basilotta, V. (2020). Validation of an Indicator Model (INCODIES) for Assessing Student Digital Competence in Basic Education. Journal of New Approaches in Educational Research, 9(1), 116–132. https://doi.org/10.7821/naer.2020.1.459
  • García-Valcárcel, A., Hernández-Martín, A., Mena-Marcos, J. J., Iglesias-Rodríguez, A., Casillas-Martín, S., Cabezas-González, M., ... Basilotta, V. (2019a). Modelo de indicadores para evaluar la competencia digital de los estudiantes tomando como referencia el modelo DIGCOMP (INCODIES). Retrieved from https://gredos.usal.es/handle/10366/139409
  • García-Valcárcel, A., Hernández-Martín, A., Mena-Marcos, J. J., Iglesias-Rodríguez, A., Casillas-Martín, S., Cabezas-González, M., ... V, B. (2019b). Prueba para evaluar la competencia digital de los estudiantes tomando como referencia el modelo DigComp (ECODIES): área de resolución de problemas. Retrieved from https://gredos.usal.es/handle/10366/140242
  • George-Reyes, C. E., & Avello-Martínez, R. (2021). Digital literacy in education. Systematic review of scientific production in Scopus. RED, 21(66). https://doi.org/10.6018/red.444751
  • Gubbels, J., Swart, N. M., & Groen, M. A. (2020). Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Everything in moderation: ICT and reading performance of Dutch 15-year-olds. Large-scale Assess Educ, 8(1), 1–17. https://doi.org/10.1186/s40536-020-0079-0
  • Hair, J. F., Hult, T., Ringle, C. M., & Starsted, M. (2017). The use of partial least squares structural equation modelling (PLS-SEM) in management accounting research: Directions for future theory development. Journal of Accounting Literature, 37(19). https://doi.org/10.1016/j.acclit.2016.09.003
  • Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis second edition: A regression-based approach. Guilford Press
  • Hortigüela-Alcalá, D., Pérez-Pueyo, Á., López-Aguado, M., Manso-Ayuso, J., & Fernández-Río, J. (2020). Families and Teachers: Guarantees of Learning during Confinement. RIEJS, 9(3e), 353–370. https://doi.org/10.15366/riejs2020.9.3.019
  • INE. (2020). Encuesta sobre equipamiento y uso de Tecnologías de Información y Comunicación en los Hogares. Año 2020. (Vol. 2020). Retrieved from https://www.ine.es/dyngs/INEbase/es/operacion.htm?c=Estadistica_C&cid=1254736176741&menu=resultados&idp=1254735976608
  • ISEP. (2020). Adicciones tecnológicas: internet, móviles y redes sociales. Retrieved from https://www.isep.es/actualidad-psicologia-clinica/adicciones-tecnologicas-internet-moviles-y-redes-sociales/
  • Kim, H. J., Hong, A. J., & Song, H. D. (2018). The relationships of family, perceived digital competence and attitude, and learning agility in sustainable student engagement in higher education. Sustainability, 10(12), 1–16. https://doi.org/10.3390/su101246
  • Li, X., & Wah-Chu, S. K. (2020). Exploring the effects of gamification pedagogy on children’s reading: A mixed-method study on academic performance, reading-related mentality and behaviors, and sustainability. BJET, 52(1), 160–178. https://doi.org/10.1111/bjet.13057
  • Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
  • Marsh, J., Hannon, P., Lewis, M., & Ritchie, L. (2017). Young children's initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15, 47–60. https://doi.org/10.1177/1476718X15582095
  • Miranda, R., Oriol, X., Amutio, A., & Ortúzar, H. (2019). Adolescent Bullying Victimization and Life Satisfaction: Can Family and School Adult Support Figures Mitigate this Effect? Revista de Psicodidáctica, 24(1), 39–45. https://doi.org/10.1016/j.psicod.2018.07.001
  • Montenegro, S., Raya, E., & Navaridas, F. (2020). Teacher’s Perceptions of the Effects of the Digital Divide in Basic Education during the Covid-19. RIEJS, 9(e3), 317–333. https://doi.org/10.15366/riejs2020.9.3.017
  • Müller, M., & Varga, M. (2020). Digital competences or teachers and associates at higher educational institutions in the Republic of Croatia. Informatol, 53, 8–23. https://doi.org/10.32914/i.53.1-2.2
  • Murillo, F. J., & Hernández-Castilla, R. (2020). Does parental involvement matter in children's performance? A Latin American primary school study. Revista de Psicodidáctica, 25(1), 13–22. https://doi.org/10.1016/j.psicod.2019.10.002
  • Nitzl, C. (2016). The use of partial least squares structural equation modelling (PLS-SEM) in management accounting research: Directions for future theory development. Journal of Accounting Literature, 37, 19–35.
  • Pearson. (2018). Beyond Millennials: The Next Generation of Learners. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/news/news-annoucements/2018/The-Next-Generation-of-Learners_final.pdf
  • Sá, M. J., & Serpa, S. (2020). COVID-19 and the promotion of digital competences in education. Universal Journal of Educational Research, 8(10), 4520–4528. https://doi.org/10.13189/ujer.2020.081020
  • Sánchez-Antolín, P., Andrés-Viloria, C., & Paredes-Labra, J. (2018). The role of the family in the development of digital competence. Digital Education Review, 34, 44–58. https://doi.org/10.1344/der.2018.34.44-58
  • Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27, 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
  • Tejedor, F. J., García-Valcárcel, A., & Prada, S. (2009). A scale for the measurement of university teachers’ attitudes towards the integration of ICT. Comunicar, 17(33), 115–124. https://doi.org/10.3916/c33-2009-03-002
  • Vila-Couñago, E., Regueira, U., & Pernas-Morado, E. (2020). The Safety Area of Digital Competence: A Mixed Method Study in Galician Primary Education Students. Revista Iberoamericana de Tecnologías del Aprendizaje, 15(4), 389–398. https://doi.org/10.1109/RITA.2020.3033218
  • Vuorikari, R., Punie, Y., Carretero, S., & Van Den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Publication Office of the European Union. Retrieved from https://doi.org/10.2791/11517
Fonte de datos: Dialnet