García Bellido, María Rosario

Esta investigación pretende identificar cuáles son los retos tecnológicos y digitales que se deben acometer en el ámbito educativo para dar respuesta a la realidad social y educativa del siglo XXI. Para ello, se ha empleado una metodología cualitativa de corte etnográfico en la cual se han realizado entrevistas en profundidad a 6 expertos del ámbito de la educación, la comunicación y las TIC. Los temas abordados han sido: la influencia de las tecnologías en la sociedad actual, las características que debe poseer el ciudadano, las necesidades formativas de los docentes, las tendencias en el uso educativo de las TIC y, las políticas educativas relacionadas con las TIC. Entre los principales resultados destaca que la introducción de las tecnologías influye drásticamente en la ciudadanía sobre la percepción del mundo, los hábitos y las costumbres y, la forma en la que nos comunicamos e informamos. Sin embargo, ante esta coyuntura, las políticas y la formación que poseen los docentes necesitan actualizarse y adaptarse a estas demandas sociales. / The aim of this research is to determine technological and digital challenges that must be tackled in the educational field in order to respond to the social and educational reality of the 21st century. For this purpose, a qualitative ethnographic methodology has been used in which six experts from the field of education; communication and ICT have been interviewed in depth. The topics addressed were: the influence of technologies in today's society, the characteristics that citizens must possess, the training needs of teachers, trends in the educational use of ICT and educational policies related to ICT. Among the main results highlights that the introduction of technologies drastically influences citizenship on the perception of the world, habits and customs and the way in which we communicate and inform. However, faced with this situation, the educational policies and training that teachers possess need to be updated and adapted to these social and educational demands.

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

El presente trabajo describe la brecha entre la formación en la Competencia Digital (CD) que recibe y la que debería recibir el docente de Educación Primaria de la provincia de Castellón (España), para dar respuesta a las necesidades de enseñanza aprendizaje del ciudadano en la actualidad. Esta descripción se ha realizado considerando la perspectiva de los expertos en esta materia y de los docentes de dicho nivel educativo con un diseño de investigación que combina la metodología cuantitativa de carácter descriptivo, exploratorio y de corte transversal y, la metodología cualitativa de corte etnometodológico. Para ello, se han empleado técnicas cuantitativas y cualitativas de investigación. Han participado del estudio 289 docentes de Educación Primaria y 29 expertos en la CD y comunicación. Se ha caracterizado la formación inicial y continua del profesorado, las opiniones y, las necesidades formativas del ciudadano de las primeras décadas del siglo XXI, con relación a las Tecnologías de la Información y la Comunicación (TIC). Los resultados muestran un déficit de formación en la CD de los docentes derivado de una oferta formativa puramente instrumental y teórica sobre las TIC, carente de un aprendizaje basado en la resolución de problemas, la gestión de la sobre información, la posesión de sentido crítico y de conciencia ética, entre otras necesidades. Por ello, la comunidad docente y los agentes responsables de la gestión y toma de decisiones sobre el ámbito educativo deberían considerar la formación del docente en CD basada en la gestión de la información y el aprendizaje participativo. / This paper describes the gap between the training in the Digital Competency (CD) that receives and the one that should receive the Primary Education teacher from the province of Castellón (Spain), to respond to the teaching-learning needs of the citizen in the present. This description has been made considering the perspective of the experts in this matter and the teachers of this educational level using quantitative and qualitative research techniques. A total of 289 teachers of Primary Education and 29 experts in CD and communication participated in the study. It has been characterized the initial and continuous training of teachers, the opinions and training needs of the citizen of the first decades of the XXI century, in relation to Information and Communication Technologies (ICT). The results show a lack of training in the CD of teachers derived from a purely instrumental and theoretical training on ICT, lacking a learning based on problem solving, management of overinformation, possession of critical sense and ethical conscience, among other needs. For this reason, the teaching community and the agents responsible for the management and decision making on the educational field should consider teacher training on CD based on information management and participatory learning.