The role of metacognitive strategies for the development of digital competence in students of compulsory secondary educationMedia and information processing literacy

  1. Beatriz Ortega-Ruipérez 1
  2. Enrique Navarro-Asencio 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Año de publicación: 2024

Título del ejemplar: La competencia digital docente y el diseño de situaciones innovadoras con TIC para la mejora del aprendizaje

Volumen: 76

Número: 2

Páginas: 127-145

Tipo: Artículo

DOI: 10.13042/BORDON.2024.99978 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Bordón: Revista de pedagogía

Resumen

INTRODUCCIÓN. La alfabetización mediática y el tratamiento de la información resultan fundamentales como parte de la competencia digital del alumnado. El profesorado tiene la responsabilidad de desarrollar la competencia digital del alumnado y así mejorar el uso de Internet para el aprendizaje. Este estudio pretende responder a la pregunta de hasta qué punto las estrategias metacognitivas del profesorado pueden predecir el uso que hace el alumnado de estas competencias en Internet para el aprendizaje. MÉTODO. Para ello, se ha llevado a cabo un modelo estructural mediante un análisis factorial confirmatorio. Se han utilizado datos del cuestionario PISA 2018 a 20.205 profesorado de idiomas. En primer lugar, se validaron tres dimensiones de un modelo teórico: apoyo al aprendizaje, uso metacognitivo para el aprendizaje y uso metacognitivo en la comprensión lectora. En segundo lugar, se estudiaron los efectos causales con un análisis de regresión y correlaciones entre factores metacognitivos. RESULTADOS. Los resultados muestran que el modelo tiene un buen ajuste y que el uso de estrategias metacognitivas puede explicar el 41,5% de la enseñanza del uso adecuado de Internet. Los resultados muestran que el profesorado que utiliza estrategias metacognitivas durante su enseñanza es mucho más capaz de enseñar a su alumnado a utilizar Internet de forma adecuada. DISCUSIÓN. Estos resultados predicen que la formación del profesorado debería incluir el desarrollo de estrategias metacognitivas, como compartir experiencias y formar en estrategias concretas, para que puedan mejorar su enseñanza y conseguir la alfabetización mediática en el alumnado, para que estos puedan aprovechar el uso de Internet para el aprendizaje.

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Fuente de los datos: Dialnet