El papel de las estrategias metacognitivas para el desarrollo de la competencia digital en el alumnado de Educación Secundaria Obligatoria: alfabetización mediática y en el tratamiento de la información
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INTRODUCCIÓN. La alfabetización mediática y el tratamiento de la información resultan fundamentales como parte de la competencia digital del alumnado. El profesorado tiene la responsabilidad de desarrollar la competencia digital del alumnado y así mejorar el uso de Internet para el aprendizaje. Este estudio pretende responder a la pregunta de hasta qué punto las estrategias metacognitivas del profesorado pueden predecir el uso que hace el alumnado de estas competencias en Internet para el aprendizaje. MÉTODO. Para ello, se ha llevado a cabo un modelo estructural mediante un análisis factorial confirmatorio. Se han utilizado datos del cuestionario PISA 2018 a 20.205 profesorado de idiomas. En primer lugar, se validaron tres dimensiones de un modelo teórico: apoyo al aprendizaje, uso metacognitivo para el aprendizaje y uso metacognitivo en la comprensión lectora. En segundo lugar, se estudiaron los efectos causales con un análisis de regresión y correlaciones entre factores metacognitivos. RESULTADOS. Los resultados muestran que el modelo tiene un buen ajuste y que el uso de estrategias metacognitivas puede explicar el 41,5% de la enseñanza del uso adecuado de Internet. Los resultados muestran que el profesorado que utiliza estrategias metacognitivas durante su enseñanza es mucho más capaz de enseñar a su alumnado a utilizar Internet de forma adecuada. DISCUSIÓN. Estos resultados predicen que la formación del profesorado debería incluir el desarrollo de estrategias metacognitivas, como compartir experiencias y formar en estrategias concretas, para que puedan mejorar su enseñanza y conseguir la alfabetización mediática en el alumnado, para que estos puedan aprovechar el uso de Internet para el aprendizaje.
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