Digital literacy in the didactic dimension of teaching practice, elements for its analysis
The concept of digital literacy has traditionally been limited to technical aspects related to the use of ICT, the former, although it has contributed to generating training processes in which teachers increase their knowledge about the use of electronic devices and softwa...
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| 第一著者: | |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad Autónoma de Tamaulipas
2018
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| オンライン･アクセス: | https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/102 |
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| 要約: | The concept of digital literacy has traditionally been limited to technical aspects related to the use of ICT, the former, although it has contributed to generating training processes in which teachers increase their knowledge about the use of electronic devices and software, has avoided providing a holistic notion regarding the efficient management of these tools in reading and writing processes related to teaching and learning. This article makes a theoretical review of the subject establishing a link with the didactic dimension of the teaching practice proposed by Fierro, Fortoul and Rosas (2000) and taken up in the context of technologies by George and Veytia, 2018). With this, a proposal is made that allows deepening the importance of transforming the concept to take it to the field of what is done with the technologies in the classroom and what this represents for the construction of products related to the current reading and writing.
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