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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Universidad Autónoma de Tamaulipas
2018
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oai:educiencia_uat:article-1022021-03-08T18:08:52Z Digital literacy in the didactic dimension of teaching practice, elements for its analysis Alfabetización digital en la dimensión didáctica de la práctica docente, elementos para su análisis George Reyes, Carlos Enrique 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. El concepto de alfabetización digital se ha delimitado tradicionalmente a aspectos técnicos relacionados con el uso de las TIC, lo anterior, si bien ha contribuido a generar procesos de formación en los que los docentes incrementan su conocimiento acerca de la utilización de dispositivos electrónicos y software, ha evitado aportar una noción holística respecto al manejo eficiente de estas herramientas en los procesos de lectura y escritura afines con la enseñanza y el aprendizaje. Este artículo hace una revisión teórica del tema estableciendo un vínculo con la dimensión didáctica de la práctica docente propuesta por Fierro, Fortoul y Rosas (2000) y retomado en el contexto de las tecnologías por George y Veytia, 2018). Con ello, se hace una propuesta que permite profundizar en la importancia de transformar el concepto para llevarlo al campo de lo que se hace con las tecnologías en el aula y lo que esto representa para la construcción de productos relacionados con la lecto-escritura actual. Universidad Autónoma de Tamaulipas 2018-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/102 10.29059/educiencia.v3i2.102 EDUCIENCIA; Vol 3 No 2 (2018): July-December; 30-39 EDUCIENCIA; Vol. 3 Núm. 2 (2018): Julio-Diciembre; 30-39 2683-1791 spa https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/102/79 https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/102/103 |
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spa |
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Online |
| author |
George Reyes, Carlos Enrique |
| spellingShingle |
George Reyes, Carlos Enrique Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| author_facet |
George Reyes, Carlos Enrique |
| author_sort |
George Reyes, Carlos Enrique |
| title |
Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| title_short |
Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| title_full |
Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| title_fullStr |
Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| title_full_unstemmed |
Digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| title_sort |
digital literacy in the didactic dimension of teaching practice, elements for its analysis |
| description |
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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| publisher |
Universidad Autónoma de Tamaulipas |
| publishDate |
2018 |
| url |
https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/102 |
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AT georgereyescarlosenrique digitalliteracyinthedidacticdimensionofteachingpracticeelementsforitsanalysis AT georgereyescarlosenrique alfabetizaciondigitalenladimensiondidacticadelapracticadocenteelementosparasuanalisis |
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1712116158011801600 |
