Novella-García Carlos, Cloquell-Lozano Alexis
Department of General Didactics, Theory of Education and Educational Innovation, Universidad Católica de Valencia San Vicente Mártir, Valencia, Spain.
Educ Inf Technol (Dordr). 2021;26(3):3529-3541. doi: 10.1007/s10639-021-10436-z. Epub 2021 Jan 13.
Communication technologies should be considered as a means available for people to pursue the objectives of supporting the development of equality, freedom, solidarity and socialisation. In this case, Infant and Primary Education teachers play an important role in the acquisition of digital competences by their students. In this article we ask to what extent the university degrees of Early Childhood and Primary Education Teachers in Spain, where students are trained in subjects related to the use and learning of ICT applied to Education, address digital competences from the ethical dimension. We present here some of the results of a research project carried out in Spain, using the method of content analysis, in which a total of 118 study plans for the 2019-20 university degrees were reviewed. The research results indicated that, although digital competences were present in most of the assessed plans (78%), through a subject related to the learning and use of ICT in education, only 26.1% of the teaching guides incorporated the ethical dimension of this subject. This leads us to conclude that future teachers currently receive little training in ethics regarding the development of digital competences.
通信技术应被视为人们可用来追求支持平等、自由、团结和社会化发展目标的一种手段。在这种情况下，幼儿和小学教育教师在其学生获取数字能力方面发挥着重要作用。在本文中，我们探讨西班牙的幼儿和小学教育教师的大学学位在何种程度上涉及数字能力的伦理维度，在西班牙，学生接受与应用于教育的信息通信技术的使用和学习相关科目的培训。我们在此展示在西班牙开展的一个研究项目的部分结果，该项目采用内容分析法，共审查了2019 - 20学年大学学位的118份学习计划。研究结果表明，虽然大多数评估计划（78%）中都有数字能力相关内容，通过一门与教育中信息通信技术的学习和使用相关的科目体现，但只有26.1%的教学指南纳入了该科目的伦理维度。这使我们得出结论，未来的教师目前在数字能力发展的伦理方面接受的培训很少。
