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Seguridad digital, ¿cómo se perciben los docentes en formación?

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2020-07-09
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Universidad Pablo de Olavide
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El objetivo de esta investigación es conocer y analizar la autopercepción que el alumnado que empieza el Grado de Maestro de Educación Primaria tiene sobre su capacidad para preservar su privacidad y seguridad en el entorno digital. Esta capacidad se ha convertido en nuestra sociedad en algo fundamental y constituye un reto educativo relevante. Este estudio ha empleado una metodología descriptiva- interpretativa y ex post facto utilizando para la recogida de datos un cuestionario dirigido al alumnado del primer curso de Grado de Maestros de Educación Primaria de la Universidad de León, durante cuatro años. En base a los resultados obtenidos podemos afirmar, en términos generales, que los estudiantes del primer curso del Grado de Educación Primaria de la Universidad de León se valoran como competentes, aunque no debemos olvidar que estos resultados solo muestran la autopercepción de éstos. Resultan destacables las diferencias encontradas en base al sexo.
The aim of this research is to know and analyze the self-perception that the students who start the Primary Teacher Education Degree have about their ability to preserve their privacy and security in the digital environment. This capacity has become in our society something fundamental and constitutes a relevant educational challenge. This study has used a descriptive-interpretative methodology and ex post facto using a questionnaire for the collection of data of the students of the first year of the Primary Teacher Education Degree of the University of León, for four years. After collecting data of more than three hundred students over several years, we can state in general terms that the research data indicate that the students in the sample are considered competent, although we should not forget that these results only show the students' self-perception. Differences found based on sex are noteworthy.
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IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 14, 2020, págs. 262-275
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