ASSESSMENT ANALYSIS OF ICT SKILLS IN STUDENTS OF PRIMARY TEACHER TRAINING AT CAMPUS UC IN VILLARRICA

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1 ASSESSMENT ANALYSIS OF ICT SKILLS IN STUDENTS OF PRIMARY TEACHER TRAINING AT CAMPUS UC IN VILLARRICA A. Canales, L. Fuentes, C. Errazuriz Pontificia Universidad Católica de Chile (CHILE) Abstract This research is an assessment type quantitative study conducted in two parts. The first part is about creating and validating an instrument to measure the level of digital skills and the second one is about assessing the digital skills of General Primary Teacher Training students from the Villarrica Campus of the Pontificia Universidad Católica de Chile, in the Araucanía Region. The second part of this research is related to the assessment and analysis of the results, which indicate that the initial stage of teacher training in the Villarrica Campus has a positive impact on the digital skills of students, but they are not as good as a future teacher should have. Keywords: Teacher training, Assessment, Educational Technology, Teaching Digital Literacy, Digital Education, Higher Education. 1 INTRODUCTION Nowadays, the students of the school system must develop skills related to information, technology, communication, knowledge, among others. This is why schools, particularly teachers, must be prepared to deal with these skills in their students. Due to this requirement, a new initiative has arisen in order to know the level of digital skills of teachers in the Chilean school system and of teachers-tobe, so as to increase their level. In this regard, in 2012 a research was conducted to evaluate the level of mastery of information and communication (ICT) skills in teachers of four institutions in the city of Villarrica, located in the South of Chile. Two of these schools had no technology interventions, but the other two participated in a project called TIC en el Aula (ICT In the Classroom) of the Red Enlaces as from 2007, so they received equipment, training and monitoring of the use of said technological instruments for teachers. The results of this research showed medium and basic levels which are below the standards established by the Chilean Ministry of Education (MINEDUC) [1] (Burgos, Esparza, Fuentes, Winkler y Zúñiga, 2010). Furthermore, the INICIA Test, which was applied in Chile to assess the knowledge of education undergraduates, included, in 2010, an assessment of ICT usage, thus encouraging institutions of education to participate willingly. A universe of 2,111 education undergraduates was assessed. In the test, only 27% of the people got an achievement percentage over 75%. The hardest tasks were inserting images in presentation programmes and handling data forms. Even if the UC Villarrica Campus obtained an achievement percentage near the national standard, it is quite lower than that of the Faculty of Education of the UC s main campus in Santiago. So, we noticed that there is a need to identify the skills that have to be improved in order to increase the level of ICT usage, particularly regarding the socioeconomic characteristics of the students of this campus. It also worth noting that these students got an average PSU (Prueba de Selección Universitaria) score of 550 points, which is significantly lower compared to that of the Faculty of Education in Santiago. For this reason, the general purpose of this research is to identify the level of performance of the digital skills and knowledge in students at the UC Villarica Campus upon entering and during the last year of General Primary Teacher Training. Regarding the structure of this work, firstly, this paper presents the theoretical discussion with the most significant references in the research; secondly, it shows the methodology of this study. Then it analyses the results of the assessment of ICT skills and, finally, it presents the conclusions and the finishes with the bibliography. Proceedings of INTED2014 Conference 10th-12th March 2014, Valencia, Spain 1369 ISBN:

2 2 THEORETICAL DISCUSSION 2.1 General context of ICTs in Education The school must include the processes of cultural transformation around the ICTs, since these technologies can contribute, in several ways, to improve the quality of learning [2] [3] (Barberá, Mauri, Onubia, 2008; Díaz, 2001, in Ministry of Education, 2008). However, the Chilean society has not been able to incorporate these developments in the education communities as it has in other fields of knowledge (Unesco/Orealc, 2006, in Ministry of Education, 2009). Likewise, the teacher s educational practices cannot cope with the pace of technological changes. In addition, if we relate technology with the teacher s teaching practices, we must consider: they are related (among other aspects) to the ways they have been trained. (...) The teachers initial training is one of the variables that have an impact in the professional performance [3] (Unesco, 2003, in Ministry of Education, 2008, p. 10). Thus, the articulation of the ICTs, the teacher s practice and their initial training will allow guiding the pedagogical task towards the construction of current dynamic knowledge in consistency with current society. Barberá and Badia [5] state that the significance of the role of technologies in the teaching-learning processes, considering their contribution of transformation capacities, which also foster several critical effects. In this sense, it highlights the capacity for transformation of the teachers-students-contents relationship as well as the capacity to transform the traditional educational practices, taking them to new scenarios. In technology applied to education, much effort has been made and significant progress has been seen in the development of instruments for searching and handling the information, namely operations related to information processing, among others, and not so much to the analysis and projection processes. Consequently, technology is misleading people to believe that information is knowledge, therefore requiring the assessment of educational usages of this information and the quality of the technological proposals to potentiate significant learning [6] (Barberá, Mauri y Onubia, 2008). 2.2 The ICTs in the Chilean Context Red Enlaces is the Chilean Ministry of Education s Education and Technology Centre and the work carried out has allowed access to new technologies to 93% of the students registered in the public education system (more than 11 thousand primary and secondary schools currently have a computer lab provided by Enlaces and 60% of them has internet connection) with a nationwide rate of 13 students per computer, which is one of the best school-level technological infrastructures in Latin America. However, despite that this poses a great progress, it is not enough to be at a developedcountry level. This Network has focused in four lines of action: Decreasing the digital divide among teachers, the change in the perception of the ICTs role, the development of essential skills for the 21 st century and the access to new technologies through schools. On one hand, the Ministry of Education asserts that, if we expect significant changes in the didactic insight in Chilean education, the introduction of Information and Communication Technologies in teacher training is a critical step. The place of ICTs in today and tomorrow s society is an opportunity to articulate learning and knowledge in consistency with the new demands of an education that values the constructivist teaching method as well as their apprehension from curriculum integration [7] (Perrenoud, 2001). 2.3 Instrumental Mastery versus Pedagogical Mastery Currently, there is evidence that the poor outcomes of teacher s skills, among which is the INICIA test that assesses the following aspects in university graduates: Using computers and handling files, working with word processors, working with spreadsheets, making presentations and working with information and communication tools. The 2011 results show poor general performance, since 58% had an acceptable level and 42% an unsuitable one. Among the aspects with best performance is the work with information and communication work (73%) and the work with word processors (72%). In turn, the aspect with the lowest performance was making presentations, with 42% of achievement. 1370

3 Teachers must become familiar with the technologies, know what resources exist, where to find them and learn to incorporate them in their lessons. In fact, they have to learn new teaching methods and practices as well as know how to use suitable assessment methods for their new teaching and the relevant technologies. In addition, they must have skills that allow their students to use technologies in their classes, since, even when most of them know these technologies, they lack the skills to use them in classes properly [8] (Meter, 2004, in Silva, Gros, Garrido y Rodríguez, 2006, p. 2) For this reason, Meter [9], states that learning habits and skills must be developed in the initial teacher training, which then must be used by teacher training students in their own training to be able to develop them in their future students. Some of the reasons Meter is based on is that students are used to receiving superficial and filtered information and they expect to be provided with immediate solutions and answers; in addition, Meter states that their attention capacity is poor [3] (Meter, 2004, in MINEDUC [Ministry of Education], 2008). One initiative is proposed by the ISTE, Information Society for Technology and Teacher Education, stating that for teacher s technology development to be truly effective, it must be transversally integrated to the entire teacher training programme. During their educational experience, future teachers must learn in a practical manner about the use of technology and the ways technology can be incorporated in their classes. Limiting the technology-related experiences to a single course or teacher training field, such as methodology courses, will not make the students become teachers capable of using it properly [3] (ISTE, 2002, in MINEDUC, 2008, pages 64-65). Even if we have mentioned several factors that have an impact in the current status of technology used in the Chilean educational context, the importance of the conceptions of the teachers themselves also arises [10] (Pozo et al, 2006). One study addressed teachers beliefs and the use of new information and communication technologies applied to Chilean primary and secondary education teachers, with results showing that the proper use of said technologies by teachers widely depends on how confident they feel when using and applying them to their teaching methods [11] (Bustos, 2012). Currently, assessing the teachers digital skills entails a major challenge, since it is not only necessary to address the functional skills, but the teaching ones too. Regarding the latter, there is no agreement on its definition yet, especially on how they are to be assessed. Additionally, there are no instruments validated and available for application. The MINEDUC will understand the teachers use of this technology as: The teacher s mediation to implement the curriculum with the support of the ICTs ( ), meaning the teacher s activity in the different stages of the teaching-learning process cycle: In planning, with the use of context or didactic and methodological choices; in the classroom work, by way of lesson development with the support of the ICTs; in assessment, by designing assessment situations with technology support; the teacher is the one who decides in which moment of the cycle it is feasible to use the ICTs in relation to the objectives pursued [4] (Mineduc, 2009, p.5). This definition is associated with the instructional design [12] (Morales y Díaz-Barriga, 2009), which consists of a five-stage methodological model: analysis, design, development, implementation and assessment for achieving the learning objectives. Thus, in relation to the significance of the digital skills at the university, especially in teacher training, it can be asserted that they are essential for a successful performance of the students in the academic field because they are basic skills for studying, learning, researching and teaching in the future: teaching for developing learning [13] [14] [15] (Ferro, 2009; Ottestad, 2010; Wang, 2008). In fact, according to Jung [16], these technologies can provide more effective and flexible ways for the professional development of teachers, improving their initial continuous training and encouraging their connection with the global teacher community. 1371

4 On the other hand, there is the perception of both teachers and students of the Villarrica Campus, of the lack of development of these tools, especially for research, data analysis and teaching. In fact, according to Area [17], despite the greater access to technology, the increasing coverage and infrastructure in Europe today, the teachers practice in the classroom still abides by a traditional model. Likewise, teachers use these resources preferably to plan teaching than to generate learning in the classroom. Consequently, this research is aimed at identifying the performance level of pedagogy students, comparing the status of their technology knowledge at the beginning and at the end of their graduate course in order to show which are their major strengths and weaknesses when using technology for academic purposes and, based on these results, propose a plan to strengthen this area of teacher training. 3 METHODOLOGY This research is a quantitative-evaluative study that is part of a larger two-stage study: Firstly, the preparation and validation of a measuring tool and, secondly, the assessment of the digital skills and knowledge. This work corresponds to the presentation of the results of this second part. The sample was made up by 27 first-year students and 34 fourth-year students of General Primary Teacher Training in the Villarrica Campus of the Pontificia Universidad Católica de Chile. Of the 61 students assessed, 47 were women and 14 were men. Their age range is mainly between 18 and 25 years; only 5 are in the year-old range. The tool used to assess the Teacher training students digital skills and knowledge was created and validated in the same research. It is questionnaire with 52 questions divided in two sections: Components of a computer; basic concepts on the ICTs; Use of the computer and operating system; General use of software and applications. Section I, II and III are close-ended, multiple choice questions, whereas section IV is miscellaneous. Therefore, there are 22 close-ended, multiple choice questions and 26 close-ended questions based on the Likert scale. It was validated with a total of 50 2 nd and 3 rd -year General Primary Teacher Training students, showing a Cronbach s Alpha internal consistency rate of in 2 nd year and in 3 rd year. Considering that these results exceeded 90%, it can be inferred that this tool is reliable in this context. 4 RESULTS According to the results of the application of the assessment tool on information and communication technology in first-year General Primary Teacher Training students, it can be observed that their initial knowledge and skills are very poor, because in almost all the sections: I, II and III, except section IV, their achievement percentages were under 50%, as can be corroborated in bar chart No. 1. In fact, the average achievement percentage is 49.8%. That is, the subjects started with poor knowledge and handling of the computer components, the basic ICT concepts and the use of computers and their operating systems. The only section with a better result was section IV: The general use of software and applications, with 65% of achievement. This may have happened because young people nowadays use technology mainly for communication and amusement purposes via social networks and games, respectively. However, they also have some knowledge on the use of some productivity programmes such as Microsoft Word and Power Point. Consequently, these results show the need of developing these skills in the initial teacher training, during the entire curriculum and though several courses and disciplines. 1372

5 Achievement percentage 1 st year Percentage I. Computer components II. ICT Basics III. Computer and operating system use Sections IV. General use of software and applications Total 1 st year Chart No. 1: Achievement percentages per section 1 st year. The results of the application of the tool on 4 th year students show higher scores and achievement percentages that those of the previous group. This confirms the hypothesis of this study about the greater skills and knowledge in 4 th year students compared to the 1 st year students. Actually, they had an average achievement percentage of 64.2% and figures over 50% in all the sections, as can be observed in bar chart No. 2. This is, they have developed greater knowledge and skills in relation to computer components, the basic ICT concepts, use of computer and operating system and, specially, the general use of software and applications with the highest achievement percentage, 75.5%, which in this case is justified, since during the course, these students have handled productivity programmes, such as Microsoft Word, Excel and Power Point, with several purposes in different subjects (management, assessment, research, communication, etc.). However, it is noteworthy that the difference between the 1 st and 4 th year is not as big as can be expected after 4 years of training. Achievement percentage 4 th year Percentage I. Computer components II. ICT Basics III. Computer and operating system use Sections IV. General use of software and applications Total 4 th year Chart No. 2: Achievement percentages per section 4 th year. Well now, if the results obtained by first and fourth year pedagogy students are examined more thoroughly, it can be noted that the sections with more development in fourth-year students compared to first-year ones was section I: Computer components, with an increase of 20%, from 38.3% to 58.3%, and section III: Computer and operating system use, with an increase of 17.5%, from 42.5% to 60%. The other criteria, sections II: Basic ICT concepts, and IV: General use of software and 1373

6 applications, showed an increase of around 15.8% and 10.5%, respectively (See Table No. 1 and Chart No. 3). This is, the dimension with lower increase was the one that students handled better from the beginning of the first year. This would lead to infer that, despite that 1st year students know how to handle these programmes, they are not acquainted with the basic terminology or the components of a computer and its operating system. Table No. 1: Comparison of scores for the 1 st and 4 th year. Sections Scores Achievement % 1 st year 4 th year 1 st year 4 th year Section I: Computer components: % 58.3% Section III: Basic ICT concepts % 50.8% Section III: Computer and operating system use % 60% Section IV: General use of software and applications % 75.5% Total % 64.2% Achievement percentage 1 st and 4 th year Percentage I. Computer components II. ICT Basics III. Computer and operating system use Sections IV. General use of software and applications Total Chart No. 3: Comparison of achievement percentages for the 1 Chart No. 3: Comparison of achievement percentages for the st st and 4 and th th year per section. year per section. However, while there is progress in relation to the results for the 1 st year, the figures are not suitable for the level expected from students in their final years of teacher training, because the achievement percentages of the first three sections were 58.3%, 50.8% and 60%, respectively, which are low if we think that these students will soon become teachers. For this reason, they should be more prepared to use and apply the ICTs for managing and planning teaching and the achievement of greater learning of their students in the future. 5 CONCLUSIONS The significance of the mastery of the technology skills to manage teaching and build teacher learning in the current information society and the knowledge is a reality that appears more and more often. Therefore, developing it is imperative. For this reason, it is necessary to address these skills and knowledge in the initial teacher training programmes. However, before that, it is necessary to assess the students initial and final skill level during the course to determine the impact of the training in their quality as future teachers. In this study, it was possible to achieve the general purpose of identifying the performance level of digital skills and knowledge in General Primary Teacher Training students at the UC Villarrica Campus at the beginning as well as in their last year of training. To do this, the students digital skills and 1374

7 knowledge were assessed at the beginning and in the last year of Teacher Training. In addition, the more deficient skills and knowledge were identified in order to make suggestions aimed at generating future improvement projects. Regarding the level of achievement of the several dimensions of the tool, this research found that the sections with more development were section I: Computer components, and section III: Computer and operating system use. Whereas, the section with less progress was section IV: General use of software and applications, which was indeed the dimension with the highest score in the initial assessment of new students. That is, the training programme was able to deepen the students performance in the skills that in the beginning were less developed, except section II: Basic ICT concepts, which had a slow development. These results allow us to infer that the initial teacher training programme of General Primary Teacher Training had a positive impact in the students, because for four years, they increased their ICT skills and knowledge in 14.4%. Additionally, it can be seen that the initial skill level in the type of students that enter the course is very low. Therefore, they may require greater, continuous and transversal support during the training. However, notwithstanding that it has been demonstrated that there is an impact on the training and that development actually occurred, as previously stated, they are not enough, since the achievement percentages of the first three sections of the tool were between 50% and 60% in last year students. Even when this is an improvement, it is not sufficient to meet the expected level of training for a future quality teacher. Certainly, if according to the different standard teacher training proposals such as: ISTE, QTR, ICT, Red Enlaces and INSA, among others, Silva [18] concludes that a teacher must be able to achieve the following skills: handle technology, design learning environments, link ICTs with the curriculum (contextualisation), assess resources and learning, constantly improve the professional development of the ICTs and have ethical values. Therefore, there is still a long way to go in the initial and continuous training of teachers. In fact, according to Cabero [19], the reality is that despite there is more technology in the schools and more opportunities for creating better environments for different methodologies in the classroom, the ICTs are seldom used, since teachers continue to rely on printed material to conduct their lessons. The reason for all of this is the teachers' training and their willingness to use technology [20] (Hernández, 2009). Nevertheless, it is not the teachers responsibility only; there is not a clear policy in the initial and permanent teacher training programmes in the use and knowledge of information technologies. Likewise, Silva [18] states that universities must incorporate these technologies in their curricula, not only as new subjects, but in a more general and transversal way. To do this, it is necessary to invest in the initial teacher training in order to prepare future teachers that know how to use the technological infrastructure to incorporate it in their classroom work. In brief, it is imperative to develop digital skills along the curriculum of initial teacher training programmes and, hopefully, in all the courses in a transversal manner and not just in individual ICT workshops. To achieve this, it is critical to train and update the trainers of teachers that still do not use or apply technology massively in their lessons, because they do not handle it properly or consider that addressing these skills is part of other areas of specialisation [21] (De la Cruz; Pozo; Huarte y Scheuer, 2006). Consequently, it is also necessary to change the beliefs and ideas of the trainers [22] (Martín y Cervi, 2006) so that they understand that handling technologies is not just an instrumental resource, but also a way to develop several cognitive skills in their students, such as logical and creative thinking, reading, writing, searching and hierarchising strategies, among others [23] (Díaz- Barriga, Padilla y Morán, 2009). In addition, the use of ICTs with pedagogical purposes in the university classroom is an excellent opportunity to prepare and shape the training of education students to enable them to apply the ICTs as epistemic tools to generate learning in their future work as teachers. Whether we like it or not, technology and its use have come to stay, since it has spread very quickly. Therefore, today we have computerised children, digital natives, who were born and raised knowing that this technology was embedded in society [24] (Ferreiro, 2011). In this sense, it is essential that teachers go further into how teaching with ICTs to motivate their students. 1375

8 This appropriation of knowledge goes beyond the instrumental handling of the ICTs. Thus, Casanny [25] [26] defines, in a broad sense, Literacy as any knowledge, skills, attitudes and values resulting from the generalised, historical, individual and social use of the written code where not only skills are dealt with, but also required attitudes and values. Regarding the scope of the ICTs, Technological Literacy is referred to as a set of (technical, linguistic, cognitive, social) skills, knowledge and attitudes required to communicate with electronic technology. Finally, even when the pedagogical knowledge about how to use technology is very important when teaching with ICTs, teacher training is still focused on the basic use of computer skills in limited situations instead transversal one, with little support for the pedagogical use of these technologies in the classroom [27] (Ramírez, 2006, in Díaz-Barriga, Hernández y Rigo, 2009, p. 84). REFERENCES [1] Burgos, C., Esparza, C., Fuentes, E., Winkler, M. y Zúñiga, M. (2010). Competencias digitales docentes. (Tesis de seminario para optar al título de Profesor General Básico). Pontificia Universidad Católica de Chile, Villarrica, Chile. [2] Barberá, E., Mauri, T. y Onrubia, J. (Coords.) (2008). Cómo valorar la calidad de la enseñanza basada en las TIC. Pautas e instrumentos de análisis. Barcelona, España: Graó. [3] Ministerio De Educación de Chile. Enlaces. (2008). Estándares TIC para la formación inicial docente: Una propuesta en el contexto chileno. Santiago: Lom. [4] Ministerio De Educación de Chile. Enlaces. (2009). Uso de las tecnologías en los procesos de enseñanza aprendizaje. Recuperado de C.pdf [5] Barberá, E. y Badia, A. (2008). Perspectivas actuales sobre la calidad educativa de los procesos de enseñanza y aprendizaje que incorporan las TIC. En Barberá, E., Mauri, T. y Onrubia, J. (Coords.) Cómo valorar la calidad de la enseñanza basada en las TIC. Pautas e instrumentos de análisis, (pp ). Barcelona, España: Graó. [6] Barberá, E., Mauri, T. y Onrubia, J. (Coords.) (2008). Cómo valorar la calidad de la enseñanza basada en las TIC. Pautas e instrumentos de análisis. Barcelona, España. Graó. [7] Perrenoud, P. (2011). La formación de los docentes en el siglo XXI. Revista de Tecnología Educativa, XIV, Nº3, pp [8] Silva, J., Gros, B., Barrido, J. y Rodríguez, J. (2006). Estándares en tecnologías de la información y la comunicación para la formación inicial docente: situación actual y el caso chileno. Revista Iberoamericana de Educación, 38 (3). Disponible en: [9] Meter, D. (2004), Desarrollo social y educativo con las nuevas tecnologías. En Martínez, F. & Prendes, M. (coord). Nuevas tecnologías y Educación, Madrid: Pearson. [10] Pozo, J. I., Scheuer, N., Del Puy Pérez, M., De La Cruz, M., Martín, E. y Mateos, M. (2006). Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos. Barcelona, España: Graó. [11] Bustos, C. E. (2012). Creencias docentes y uso de Nuevas Tecnologías de la Información y Comunicación en profesores de cinco establecimientos chilenos de educación básica y media. Universitas Psychologica, 11 (2), pp Disponible en [12] Morales, L. y Díaz- Barriga, F. (2009). Modelo de diseño instruccional para entornos virtuales colaborativos. En Díaz Barriga, F.; Hernández, G. y Rigo, M. (Comps.). Aprender y enseñar con TIC en educación superior: Contribuciones del socioconstructivismo (pp ). México: Universidad Nacional Autónoma de México [13] Ferro, C., Martínez, A. y Otero, M. (2009). Ventajas del uso de las tics en el proceso de enseñanza-aprendizaje desde la óptica de los docentes universitarios españoles. Revista Electrónica de Tecnología Educativa, n 29, pp Recuperado de

9 [14] Ottestad, G. (2010). Innovative pedagogical practice with ICT in three Nordic countries differences and similarities. Journal of Computer Assisted Learning, 26, pp [15] Wang, Tsung J. (2008). Using ICT to enhance academic learning: Pedagogy and practice. Educational Research and Review, 3 (4), pp Recuperado de [16] Jung, I. (2005). ICT-Pedagogy Integration in Teacher Training: Application Cases Worldwide. Educational Technology & Society, 8 (2), pp Recuperado de [17] Area Moreira, M. (2008). Innovación pedagógica con TIC y el desarrollo de las competencias informacionales y digitales. Investigación en la escuela, n.64, pp Disponible en [18] Silva, J. (2012). Estándares TIC para la Formación Inicial Docente: una política pública en el contexto chileno. Archivos Analíticos de Políticas Educativas, 20 (7), pp Recuperado de [19] Cabero, J. (2005). Estrategias para la formación del profesorado. Recuperado del sitio web de la Pontificia Universidad Católica Madre y Maestra de la República Dominicana, de [20] Hernández, G. (2009). Las TIC como herramientas para pensar e interpensar: un análisis conceptual y reflexiones sobre su empleo. En Díaz Barriga, F.; Hernández, G. y Rigo, M. (Comps.). Aprender y enseñar con TIC en educación superior: Contribuciones del socioconstructivismo, (pp ). Coyoacán, México: Universidad Nacional Autónoma de México. [21] De La Cruz, M., Pozo, J.I. Huarte, M.F. y Scheuer, N. (2006). Concepciones de enseñanza y prácticas discursivas en la formación de futuros profesores. En Pozo, J. I., Scheuer, N., Del Puy Pérez, M., De La Cruz, M., Martín, E. y Mateos, M. Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos (pp ). Barcelona: Graó. [22] Martín, E. y Cervi, J. (2006). Modelos de formación docente para el cambio de concepciones de los profesores. En Pozo, J. I.; Scheuer, N.; Del Puy Pérez, M.; De La Cruz, M.; Martín, E. y Mateos, M. Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos (pp ). Barcelona: Graó. [23] Díaz- Barriga, F.; Padilla, R. y Morán, H. (2009). Enseñar con apoyo de las TIC: competencias tecnológicas y formación docente. En Díaz Barriga, F.; Hernández, G.; Rigo, M. (Comps.). Aprender y enseñar con TIC en educación superior: Contribuciones del socioconstructivismo (pp ). México: Universidad Nacional Autónoma de México. [24] Ferreiro, E. (2011). Alfabetización Digital. De qué estamos hablando?. Educacao e Pesquisa, 37 (2), pp Recuperado de [25] Cassany, D. (2006). Tras las líneas. Barcelona: Anagrama. [26] Cassany, D. (2012). En_Línea. Leer y escribir en la red. Barcelona: Anagrama. [27] Díaz-Barriga, F., Hernández, G. y Rigo, M. (Comps.) (2009). Aprender y enseñar con TIC en educación superior: Contribuciones del socioconstructivismo. Coyoacán, México: Universidad Nacional Autónoma de México. 1377