2026-09-16T00:57:18Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1536722024-11-14T17:37:48Zcom_10366_153590com_10366_4512com_10366_3823col_10366_153591
Digital competence of early childhood education teachers: attitude, knowledge and use of ICT
Casillas-Martín, Sonia
Cabezas-González, Marcos
García-Peñalvo, Francisco J.
Curriculum
Initial teacher training
Information and communication technologies
Digital competencies
Early childhood education
[EN] The main objective of the research described here was to learn how
young learners self-evaluate their digital competence. A nonexperimental
and descriptive quantitative methodology was
employed, an electronic survey being used to collect the data.
Among the main results, we can highlight that these learners selfevaluate
their attitude towards Information and Communication
Technologies (ICT) as favourable, their handling of them as moderate
and their knowledge of them as scarce. It became clear that they
do not have a level of digital competence suitable for being called
‘digital natives’, nor sufficient ability to use ICT in their academic life
or in their professional future.
2023-11-27
2023-11-27
2019
info:eu-repo/semantics/article
Casillas Martín, S., Cabezas González, M. & García Peñalvo, F.J. (2019). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT [en línea]. European Journal of Teacher Education, 15 p. https://doi.org/10.1080/02619768.2019.1681393
http://hdl.handle.net/10366/153672
10.1080/02619768.2019.1681393
eng
https://doi.org/10.1080/02619768.2019.1681393
info:eu-repo/semantics/openAccess