Digital competence for educators in teacher training: self-construction of digital materials

Abstract

INTRODUCTION. The development of digital competence and teacher’s digital competence is crucial for educators in training. Technological advances have led to the emergence of international and national strategies and initiatives aimed at fostering digital competencies among citizens. In this context, training processes and the educators involved in them play a fundamental role, as do the trainee teachers who will shape the students’ future. The proper development of teacher’s digital competence will positively impact their students’ digital competence, contributing to the cultivation of citizens equipped with the necessary digital skills to thrive in today’s highly technologized society. METHOD. A study with a quantitative approach and a quasi-experimental design, incorporating pretest and post-test measures, was conducted to assess variations in knowledge about geographical space in the Bachelor’s Degree in Early Childhood Education before and after the implementation of the designed pedagogical strategy. The sample comprised 45 trainee teachers divided into an experimental group and a control group. RESULTS. Following the educational intervention, there is evidence of a significant increase in learning within the experimental group compared to the increase observed in the control group. DISCUSSION. The conducted activity has yielded positive results, confirming that the training program has contributed to the enhancement of theoretical knowledge
and the improvement of teacher digital competencies. Studies consistently find an increase in learning when digital media are integrated into the teaching process. Similarly, the use of these approaches positively influences students’ attitudes towards addressing the topic.