Aproximación a la ciudadanía digital y el perfil del profesor
Resumen El objetivo de este documento es analizar la idea que tienen los profesores mexicanos de alumnos de nivel elemental a nivel intermedio sobre la ciudadanía digital, tomando las siguientes variables independientes: género, edad, región y nivel educativo impartido. La hipótesis es que tales variables afectan a lo que los profesores creen que es la ciudadanía digital. Esta investigación se ha llevado a cabo con un grupo de 220 maestros de educación primaria e intermedia en un Estado ubicado en el noreste de México. Los hallazgos muestran que los maestros varones están más inclinados a usar indicadores relacionados con la mejora del rendimiento académico, y menos interesados en los indicadores relacionados con la armonía en el entorno de grupo / escuela. Además, los maestros jóvenes tienden a trabajar con ideas que están más centradas en el estudiante y menos dirigidas por el maestro, en contraste con sus compañeros mayores, que prefieren ideas más centradas en el maestro sobre las centradas en el estudiante. Finalmente, los maestros de educación primaria buscan enfocar sus ideas en los padres y la comunidad en lugar de en los estudiantes, mientras que aquellos que enseñan a nivel intermedio enfocan sus ideas más en los estudiantes y menos hacia sus padres y la comunidad. Si las escuelas planean centrarse en el desarrollo de competencias para la ciudadanía digital, es importante considerar como parte de la estrategia educativa el perfil del profesor en términos de género, edad y nivel educativo en el que enseñan, puesto qeu influye en sus ideas.
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Ávila, M. (2016). La educación para la ciudadanía en la formación inicial de maestros [Education for citizenship in the basic training of our teachers]. Education Forum, 14(20), 153–175. doi:https://doi.org/10.14516/fde.2016.014.020.009
Carter, M. A., & Goldie, D. (2017). Educational media: potential impacts on tertiary students’ mental health. International Journal of Innovation, Creativity and Change, 3(3), 61–88.
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory and Research in Social Education, 44(4), 565–607. doi:https://doi.org/10.1080/00933104.2016.1210549
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: the influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers and Education, 121, 143–161. doi:https://doi.org/10.1016/j.compedu.2018.03.005
Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers and Education, 107, 100–112. doi:https://doi.org/10.1016/j.compedu.2017.01.002
Conte, E., & Filippozzi, R. (2015). As tecnologias na educacao: umaquestaosomente técnica? Educacao & Realidade, 40(4), 1191–1207. doi:https://doi.org/10.1590/2175-623646599
Dias, L. (2015). Tecnologia e educacao: quais os desafios? Educacao. Revista do Centro de Educacao, 40(2), 295–309. doi:https://doi.org/10.5902/1984644417446
Elcicek, M., Erdemci, H., & Karal, H. (2018). Examining the relationship between the levels of digital citizenship and social presence for the graduate students having online education. Turkish Online Journal of Distance Education, 19(1), 203–214. doi:https://doi.org/10.17718/tojde.382801
García, V., Aquino, S., & Ramírez, N. (2016). Programa de alfabetización digital en México: 1.1. Análisis comparativo de las competencias digitales entre niños de primaria. CPU-e’ [Digital literacy program in Mexico: 1.1. Contrasting analysis of the digital competences among children in primary school]. Revista de investigación Educativa, 23, 24–44. doi:https://doi.org/10.25009/cpue.v0i23.2158
García-Galera, M. C., Muñoz, C. F., & Pedrosa, L. P. (2017). Youth empowerment through social networks. Creating participative digital citizenship. Communication and Society, 30(3), 129–140. doi:https://doi.org/10.15581/003.30.3.129-140
García-Valcárcel, A., Basilotta, V. &, Mulas, I. (2016). Fomentando la ciudadanía digital mediante un proyecto de aprendizaje colaborativo entre escuelas rurales y urbanas para aprender inglés. Profesorado [Encouraging digital citizenship by means of a collaborative learning project among rural and urban schools to learn English. Faculty]. Revista de currículum y formación de profesorado, 20(3), 549–581.
Gleason, B., & von Gillern, S. (2018). Digital citizenship with social media: participatory practices of teaching and learning in secondary education. Educational Technology and Society, 21(1), 200-212.
González-Pérez, L. I., Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2016). Open access to educational resources in energy and sustainability: Usability evaluation prototype for repositories. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 1103-1108). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3012430.3012654
González-Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., & Quintas Cruz, J. E. (2017). Usability evaluation focused on user experience of repositories related to energy sustainability: A Literature Mapping. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145385
González Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., Valenzuela-González, J. R., & Pinto-Llorente, A. M. (2018). Validity and reliability of a survey to know the technological acceptance of an institutional repository: The case of resources on energy and sustainability. In F. J. García-Peñalvo (Ed.), TEEM’18 Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 24th-26th, 2018) (pp. 281-288). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3284179.3284228
Goulart, R. (2015). Discursossobre a inclusao digital. Educacao, 38(3), 319–328. doi: https://doi.org/10.15448/1981-2582.2015.3.21771
Guajardo-Leal, B. E., & Valenzuela-González, J. R. (2017). Transdisciplinary Design of Virtual Learning Environments: The Case of a xMOOC on the Study of Electrical Energy. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145424
Hutson, E., Kelly, S., & Militello, L.K. (2018). Systematic review of cyberbullying interventions for youth and parents with implications for evidence-based practice. Worldviews on Evidence-Based Nursing, 15(1), 72–79. doi:https://doi.org/10.1111/wvn.12257
Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media and Society, 18(9), 2063–2079. doi:https://doi.org/10.1177/1461444815577797
Karaduman, H. (2017). Social studies teacher candidates’ opinions about digital citizenship and its place in social studies teacher training program: a comparison between the USA and Turkey. Turkish Online Journal of Educational Technology, 16(2), 93–106.
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Educational Technology and Society, 21(1), 155–171.
López, M., & Bernal, C. (2016). La cultura digital en la escuela pública. Revista interuniversitaria de formación del profesorado, 30(1), 103–110.
Lucena, S. (2016). Culturas digitais e tecnologiasmóveis na educacao. Educar em Revista, 59, 277–290. doi:https://doi.org/10.1590/0104-4060.43689
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Educational Technology & Society, 21(1), 213–224.
Martuccelli, D. (2016). Condición adolescente y ciudadanía escolar’ [Teenage condition and school citizenship]. Educacao & Realidade, 41(1), 155–174. doi:https://doi.org/10.1590/2175-623660050
McGillivray, D., McPherson, G., Jones, J., & McCandlish, A. (2016). Young people, digital media making and critical digital citizenship. Leisure Studies, 35(6), 724–738. doi:https://doi.org/10.1080/02614367.2015.1062041
Morales Romo, N. (2017). The articulation between digital contexts and Social Justice for schoolchildren and elderly people in rural areas. Prisma Social, 18, 278–308.
Ozansoy, K (2017). Developing strategies for the prevention of cyberbullying in secondary education, Ponte, 73(8), 34–42. doi:https://doi.org/10.21506/j.ponte.2017.8.3
Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Educational Technology and Society, 21(1), 225–236.
Thannimalai, R., & Raman, A. (2018). Principals technology leadership and teachers technology integration in the 21st century classroom. International Journal of Civil Engineering and Technology, 9(2), 177–187. doi:https://doi.org/10.29333/iji.2019.12428a
van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. Curriculum Journal, 29(1), 116–133. doi:https://doi.org/10.1080/09585176.2017.1369136
Viñals, A., & Cuenca, J. (2016). El rol del docente en la era digital. [The teacher’s role in the digital era]. Revista Interuniversitaria de formación del profesorado, 30(2), 103–114.
Yasuda, H. (2010). A risk management system to oppose cyber bullying in high school: warning system with leaflets and emergency staffs. Informatica (Ljubljana), 34(2), 255–259.
Zhou, H., Yin, B., & Zhou, X. (2017). Research on innovation modes of ideological and political work in colleges under the context of informationization. Agro Food Industry Hi-Tech, 28(1), 218–221.
Carter, M. A., & Goldie, D. (2017). Educational media: potential impacts on tertiary students’ mental health. International Journal of Innovation, Creativity and Change, 3(3), 61–88.
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory and Research in Social Education, 44(4), 565–607. doi:https://doi.org/10.1080/00933104.2016.1210549
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: the influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers and Education, 121, 143–161. doi:https://doi.org/10.1016/j.compedu.2018.03.005
Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers and Education, 107, 100–112. doi:https://doi.org/10.1016/j.compedu.2017.01.002
Conte, E., & Filippozzi, R. (2015). As tecnologias na educacao: umaquestaosomente técnica? Educacao & Realidade, 40(4), 1191–1207. doi:https://doi.org/10.1590/2175-623646599
Dias, L. (2015). Tecnologia e educacao: quais os desafios? Educacao. Revista do Centro de Educacao, 40(2), 295–309. doi:https://doi.org/10.5902/1984644417446
Elcicek, M., Erdemci, H., & Karal, H. (2018). Examining the relationship between the levels of digital citizenship and social presence for the graduate students having online education. Turkish Online Journal of Distance Education, 19(1), 203–214. doi:https://doi.org/10.17718/tojde.382801
García, V., Aquino, S., & Ramírez, N. (2016). Programa de alfabetización digital en México: 1.1. Análisis comparativo de las competencias digitales entre niños de primaria. CPU-e’ [Digital literacy program in Mexico: 1.1. Contrasting analysis of the digital competences among children in primary school]. Revista de investigación Educativa, 23, 24–44. doi:https://doi.org/10.25009/cpue.v0i23.2158
García-Galera, M. C., Muñoz, C. F., & Pedrosa, L. P. (2017). Youth empowerment through social networks. Creating participative digital citizenship. Communication and Society, 30(3), 129–140. doi:https://doi.org/10.15581/003.30.3.129-140
García-Valcárcel, A., Basilotta, V. &, Mulas, I. (2016). Fomentando la ciudadanía digital mediante un proyecto de aprendizaje colaborativo entre escuelas rurales y urbanas para aprender inglés. Profesorado [Encouraging digital citizenship by means of a collaborative learning project among rural and urban schools to learn English. Faculty]. Revista de currículum y formación de profesorado, 20(3), 549–581.
Gleason, B., & von Gillern, S. (2018). Digital citizenship with social media: participatory practices of teaching and learning in secondary education. Educational Technology and Society, 21(1), 200-212.
González-Pérez, L. I., Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2016). Open access to educational resources in energy and sustainability: Usability evaluation prototype for repositories. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 1103-1108). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3012430.3012654
González-Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., & Quintas Cruz, J. E. (2017). Usability evaluation focused on user experience of repositories related to energy sustainability: A Literature Mapping. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145385
González Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., Valenzuela-González, J. R., & Pinto-Llorente, A. M. (2018). Validity and reliability of a survey to know the technological acceptance of an institutional repository: The case of resources on energy and sustainability. In F. J. García-Peñalvo (Ed.), TEEM’18 Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 24th-26th, 2018) (pp. 281-288). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3284179.3284228
Goulart, R. (2015). Discursossobre a inclusao digital. Educacao, 38(3), 319–328. doi: https://doi.org/10.15448/1981-2582.2015.3.21771
Guajardo-Leal, B. E., & Valenzuela-González, J. R. (2017). Transdisciplinary Design of Virtual Learning Environments: The Case of a xMOOC on the Study of Electrical Energy. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145424
Hutson, E., Kelly, S., & Militello, L.K. (2018). Systematic review of cyberbullying interventions for youth and parents with implications for evidence-based practice. Worldviews on Evidence-Based Nursing, 15(1), 72–79. doi:https://doi.org/10.1111/wvn.12257
Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media and Society, 18(9), 2063–2079. doi:https://doi.org/10.1177/1461444815577797
Karaduman, H. (2017). Social studies teacher candidates’ opinions about digital citizenship and its place in social studies teacher training program: a comparison between the USA and Turkey. Turkish Online Journal of Educational Technology, 16(2), 93–106.
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Educational Technology and Society, 21(1), 155–171.
López, M., & Bernal, C. (2016). La cultura digital en la escuela pública. Revista interuniversitaria de formación del profesorado, 30(1), 103–110.
Lucena, S. (2016). Culturas digitais e tecnologiasmóveis na educacao. Educar em Revista, 59, 277–290. doi:https://doi.org/10.1590/0104-4060.43689
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Educational Technology & Society, 21(1), 213–224.
Martuccelli, D. (2016). Condición adolescente y ciudadanía escolar’ [Teenage condition and school citizenship]. Educacao & Realidade, 41(1), 155–174. doi:https://doi.org/10.1590/2175-623660050
McGillivray, D., McPherson, G., Jones, J., & McCandlish, A. (2016). Young people, digital media making and critical digital citizenship. Leisure Studies, 35(6), 724–738. doi:https://doi.org/10.1080/02614367.2015.1062041
Morales Romo, N. (2017). The articulation between digital contexts and Social Justice for schoolchildren and elderly people in rural areas. Prisma Social, 18, 278–308.
Ozansoy, K (2017). Developing strategies for the prevention of cyberbullying in secondary education, Ponte, 73(8), 34–42. doi:https://doi.org/10.21506/j.ponte.2017.8.3
Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Educational Technology and Society, 21(1), 225–236.
Thannimalai, R., & Raman, A. (2018). Principals technology leadership and teachers technology integration in the 21st century classroom. International Journal of Civil Engineering and Technology, 9(2), 177–187. doi:https://doi.org/10.29333/iji.2019.12428a
van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. Curriculum Journal, 29(1), 116–133. doi:https://doi.org/10.1080/09585176.2017.1369136
Viñals, A., & Cuenca, J. (2016). El rol del docente en la era digital. [The teacher’s role in the digital era]. Revista Interuniversitaria de formación del profesorado, 30(2), 103–114.
Yasuda, H. (2010). A risk management system to oppose cyber bullying in high school: warning system with leaflets and emergency staffs. Informatica (Ljubljana), 34(2), 255–259.
Zhou, H., Yin, B., & Zhou, X. (2017). Research on innovation modes of ideological and political work in colleges under the context of informationization. Agro Food Industry Hi-Tech, 28(1), 218–221.
Arredondo Trapero, F. G., Vázquez Parra, J. C., & González Martínez, M. de J. (2020). Aproximación a la ciudadanía digital y el perfil del profesor. Education in the Knowledge Society (EKS), 21, 11. https://doi.org/10.14201/eks.22735
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