La competencia digital oculta en el nativo digital en la educación superior
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Universidad Industrial de Santander
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Actualmente, se considera a los estudiantes del nivel superior con nativos digitales. Sin embargo, existe un largo trecho para decir que realmente lo son. El desconocimiento de la tecnología educativa y su aplicación por parte de los alumnos se ven reflejados en su utilización de los recursos tecnológicos y digitales. Ese limitado conocimiento no contribuye ni motiva a los jóvenes que están ávidos de un aprendizaje significativo, que les convenza de la gran capacidad que tienen. Este trabajo de investigación —primero una prueba previa y después una prueba posterior— se aplicó a 33 alumnos de la Experiencia Educativa de Tecnología para el Aprendizaje de una Lengua Extranjera de la Licenciatura en Lengua Inglesa y presenta el avance de los estudiantes al aprender y poner en práctica herramientas educativas durante el periodo escolar, que impactan de forma significativa en su aprendizaje a largo plazo. La destreza que los estudiantes muestran abre las puertas para considerar (examinar, analizar, estudiar), cómo el desarrollo de las competencias digitales mejora radicalmente cuando estos son guiados de manera efectiva y sustancial, considerando hasta dónde pueden llegar cuando perciben la tecnología como parte de su profesión.
Nowadays, upper-level students are considered as digital natives, however, there is a long way to say that they really are. The ignorance of the educational technology and the practice of this by the students are both reflected in the way they use the digital and technological resources. This lack of knowledge does not contribute nor motivates young people who are eager for sustainable learning to convince them of the great talent they have. This research work —first a pre-test and then a post-test— was applied to 33 students of the Educational Experience of Technology for the Learning of a Foreign Language of the English Language Degree and shows their progress during the school year when learning and putting into practice educational tools, which significantly impact on their long-term learning. The skill shown by students opens the way to consider (examine, analyze, study), how the development of digital competencies radically improves when they are effectively and substantially guided, by considering how far they can go when they visualize technology as part of their profession.
Nowadays, upper-level students are considered as digital natives, however, there is a long way to say that they really are. The ignorance of the educational technology and the practice of this by the students are both reflected in the way they use the digital and technological resources. This lack of knowledge does not contribute nor motivates young people who are eager for sustainable learning to convince them of the great talent they have. This research work —first a pre-test and then a post-test— was applied to 33 students of the Educational Experience of Technology for the Learning of a Foreign Language of the English Language Degree and shows their progress during the school year when learning and putting into practice educational tools, which significantly impact on their long-term learning. The skill shown by students opens the way to consider (examine, analyze, study), how the development of digital competencies radically improves when they are effectively and substantially guided, by considering how far they can go when they visualize technology as part of their profession.
Keywords
digital native, open educational resources, learning objects, educational technology, experiential learning, English language, nativo digital, recursos educativos abiertos, tecnología de la educación, aprendizaje por experiencia, lengua inglesa