Digital Competence and Computational Thinking of Student Teachers

Autor(es):
ESTEVE-MON, Francesc M.; LLOPIS | Llopis, M. Ángeles | Adell-Segura, Jordi
Series International Journal of Emerging Technologies in Learning (iJET) ; Vol 15. No 02 (2020)Editor: International Association of Online Engineering (IAOE) 2020Tipo de contenido: texto (visual)
Tipo de medio: electrónico
Tipo de soporte: recurso en línea
Serie normalizada: International Journal of Emerging Technologies in Learning (iJET ); Vol 15, No 02 (2020)Tema(s): Educación digital | digital competence | computational thinking | teacher training | evaluationRecursos en línea: Acceso al documento Resumen: Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.
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Colección digital Acceso libre online .pdf 1000020176186

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.

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