Compartir
Título
Social educators: a study of digital competence from a gender differences perspective
Autor(es)
Materia
Information and communication technologies
Initial training
Social variables
Social education
Fecha de publicación
2018
Citación
Cabezas-González, M. & Casillas-Martín, S. (2018). Social educators: A study of digital competence from a gender differences perspective. Croatian Journal of Education, 20(1), 11-42. https://doi.org/10.15516/cje.v20i1.2632
Resumen
[EN] Digital competence should be treated as an essential skill in the professional
development of social educators. The purpose of the research project presented in
this article is twofold: on the one hand, to conduct diagnostic self-assessment of
students studying for an Undergraduate Degree in Social Education at the University
of Salamanca (Spain), and on the other, to check whether the gender variable affects
the results. Applied was the so-called ex post facto quantitative method and the data
were collected via an online questionnaire. Descriptive analyses were applied and
means were compared using Student’s t-test. The results show that students generally
assess their familiarity with the information and communication technologies (ICT)
as unsatisfactory and the use of ICT as satisfactory. In contrast, they assess themselves
very positively in their attitudes toward ICT. Furthermore, male respondents in
the sample scored higher in familiarity and use of ICT in comparison to female
respondents, while women assessed themselves more positively than men in relation
to attitude toward ICT. Finally, positive correlation was confirmed between familiarity
with ICT and its use, as well as between the use and the attitudes toward ICT. There
was no correlation between respondents’ familiarity with ICT and their attitude
toward it.
URI
DOI
10.15516/cje.v20i1.2632
Versión del editor
Colecciones
- EDUDIG. Artículos [50]
Ficheros en el ítem
Nombre:
Tamaño:
325.4Kb
Formato:
Adobe PDF