The Socio-emotional Dimension of Digital Competence in the framework of Global Citizenship
Array
Keywords:
digital competence, socio-emotional dimension, global citizenship, relevant learning.Abstract
The accelerated advance of digital technologies has generated the transmutation from being citizens of a nation to being citizens of the world. In the educational field, this global citizenship has a significant expression in virtual learning environments, as interactive spaces that require collaboration and communication between the actors of the educational process to achieve relevant learning. For this, the development of digital competence is required from a perspective that transcends the technical or operational use of technologies, and places emphasis on socio-emotional aspects that stimulate the teaching-learning process mediated by ICT. In this sense, the study present is specified in a documentary research that reveals the importance of empathy and conflict resolution as essential aspects of the socio-emotional dimension of digital competence in the framework of global citizenship, and its impact on the achievement of relevant learning in virtual environments, dynamized by multiple training alternatives that are identified and systematized, with the intention of offering it as a tool to the educational community.
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2. Blau, I., Shamir-Inbal, T. & Avdiel, O. (2019). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45. DOI: https://doi.org/10.1016/j.iheduc.2019.100722
3. Bosman, J. P. & Strydom, S. (2016). Mobile technologies for learning: Exploring critical mobile learning literacies as enabler of graduateness in a South African research-led University. British Journal of Educational Technology, 47(3), 510-519.
4. Capdeferro, N. & Romero, M. (2012). Are Online Learners Frustrated with Collaborative Learning Experiences? Computers in Human Behavior, 68, 501-512. Recuperado de https://www.sciencedirect.com/science/article/abs/pii/S0747563216308056?via%3Dihub
5. Chu, S. L. (2019). Towards personally-relevant learning: Bridging in-school and out-of-school learning through wearable technologies. Computer-Supported Collaborative Learning Conference, CSCL, 2, pp. 1074-1075. 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019; Ecole Normale Superieure de LyonLyon; France; 17 June 2019 through 21 June 2019; Code 150772
6. Comisión Económica para América Latina y el Caribe - CEPAL (2018). Agenda 2030 y los Objetivos de Desarrollo Sostenible. Naciones Unidas. Recuperado de https://repositorio.cepal.org/bitstream/handle/11362/40155/24/S1801141_es.pdf
7. Delors, J. (1996). La educación encierra un tesoro. Informe a la Unesco de la Comisión Internacional sobre la educación para el siglo XXI. Recuperado de http://innovacioneducativa.uaem.mx:8080/innovacioneducativa/web/Documentos/educacion_tesoro.pdf
8. Deroncele, A., Medina, P., y Gross, R. (2020). Gestión de potencialidades formativas en la persona: reflexión epistémica y pautas metodológicas. Universidad y Sociedad, 12(1), 97-104. https://rus.ucf.edu.cu/index.php/rus/article/view/1417/1444
9. Deroncele, A. (2015). Estrategia educativa para la formación profesional integral del psicólogo en el contexto organizacional. (Tesis de doctorado). Universidad de Oriente, Santiago de Cuba, Cuba.
10. Deroncele, A., Del Toro, M., y López, R. (2016). Método formativo de la práctica profesional del psicólogo. Revista Opuntia Brava. 8(3), 1-12. Recuperado de http://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/265/260
11. Eshet-AlKali & Amichai-Hamburguer (2004). Experiments in digital literacy. Cyberpsychology and Behavior, 7(4), 421-429.
12. García-Pérez, R., Santos-Delgado, J.M., & Buzón-García, O. (2016). Virtual empathy as digital competence in education 3.0. International Journal of Educational Technology, 13(30), 1-10. DOI: 10.1186/s41239-016-0029-7
13. Hwang, G.J., Lai, C.L. y Wang, S.Y. (2015). Aprendizaje invertido sin interrupciones: un aula invertida mejorada con tecnología móvil con estrategias de aprendizaje efectivas. Revista de computadoras en la educación, 2(4), 449-473. DOI. https://doi.org/10.1007/s40692-015-0043-0
14. Kaeophanue, J. (2019). A learning process model to enhance digital literacy using critical inquiry through digital storytelling (CIDST). International Journal of Emerging Technologies in Learning, 14(3), 22-37. DOI: https://doi.org/10.3991/ijet.v14i03.8326
15. Marín-Suelves, D., López-Gómez, S., Castro-Rodríguez, M. M., y Rodríguez-Rodríguez, J. (2020). Competencia Digital en la escuela: un estudio bibliométrico. Revista Iberoamericana de Tecnologías del Aprendizaje, 15(4), 381-388. Recuperado de http://rita.det.uvigo.es/VAEPRITA/V8N4/A16.pdf
16. Martelli, M. (2020). Teachers and Students Talk about Relevant Learning: Narratives from Different Community Schools in Romania. Peabody Journal of Education, 1–11. DOI: https://doi.org/10.1080/0161956X.2019.1702423
17. Mayisela, T. (2018). Enhancing first-year students’ digital content creation at a South African university. Proceedings of the International Conference on e-Learning, ICEL, 243-248.
18. Medina-Zuta, P. y Deroncele-Acosta, A. (2019). La evaluacion formativa desde el rol del docente reflexivo. Maestro y Sociedad, 16(3), 597-610. Recuperado de https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/4979
19. National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Recuperado de https://hewlett.org/wp-content/uploads/2016/08/Education_for_Life_and_Work.pdf
20. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [OCDE]. (2017). La educación a distancia en la educación superior en América Latina. Recuperado de https://read.oecd-ilibrary.org/education/la-educacion-a-distancia-en-la-educacion-superior-en-america-latina_9789264277977-es#page69
21. Organización para la Cooperación y el Desarrollo Económicos. (2018). Preparing our youth for an inclusive and sustainable world. Recuperado de https://www.oecd.org/education/Globalcompetency-for-an-inclusive-world.pdf
22. Petterson, F. (2018). On the issues of digital competence in educational contexts – a review of literature. Educ Inf Technol. DOI: 10.1007/s10639-017-9649-3
23. Porat, E., Blau, I. & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. Computers and Education, 126, 23-36. DOI: 10.1016/j.compedu.2018.06.030
24. Rama, C. (2006). La Tercera Reforma de la Educación Superior en América Latina. Recuperado de http://www.centroetica.uct.cl/documentos/archivos/PDF/A3%2004.pdf
25. Rendón, M.A. (2019). Competencias socioemocionales de maestros en formación y egresados de programas de educación. Praxis & Saber, 10(24), 243-270. Recuperado de http://www.scielo.org.co/pdf/prasa/v10n24/2216-0159-prasa-10-24-243.pdf
26. Silber-Varod, V., Eshet-Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st-century learning skills. British Journal of Educational Technology. 10.1111/bjet.12753
27. Terrón-López, M.-J., García-García, M.-J., Velasco-Quintana, P.-J., Ocampo, J., Vigil Montaño, M.-R., & Gaya-López, M.-C. (2016). Implementation of a project-based engineering school: increasing student motivation and relevant learning. European Journal of Engineering Education, 42(6), 618–631. DOI: http://dx.doi.org/10.1080/03043797.2016.1209462
28. Unesco en el Perú. (22 de marzo del 2020). Fortalecimiento de capacidades a docentes en el marco de la emergencia [Webinars]. Recuperado de https://es.unesco.org/fieldoffice/lima/webinarsdeeducacion
29. Waluyo, E., Rahmadani, N.K.A., Hasjiandito, A. & Wantoro (2019). IGTKI Website Development as Kindergarten Teachers' Digital Media Literacy in Central Java Province. International Conference on Education and Technology. DOI: 10.1109/ICET48172.2019.8987217
Published
2021-01-16
How to Cite
, & . (2021). The Socio-emotional Dimension of Digital Competence in the framework of Global Citizenship: Array. Maestro Y Sociedad, 18(1), 119–131. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/5318
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