Competencia digital y diseño universal para el aprendizaje en la formación de maestrosun análisis multifactorial

  1. Alastor, Enrique 1
  2. Guillén-Gámez, Francisco-David 1
  3. Ruiz-Palmero, Julio 1
  1. 1 Universidad de Málaga
    info
    Universidad de Málaga

    Málaga, España

    ROR https://ror.org/036b2ww28

    Geographic location of the organization Universidad de Málaga
Journal:
Hachetetepé: Revista científica de Educación y Comunicación

ISSN: 2172-7929

Year of publication: 2024

Issue: 29

Pages: 2206

Type: Article

DOI: 10.25267/HACHETETEPE.2024.I29.2206 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Hachetetepé: Revista científica de Educación y Comunicación

Sustainable development goals

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SDG classification obtained using Aurora SDG artificial intelligence model.

Abstract

The effective integration of digital technologies and Universal Design for Learning (UDL) in education poses significant challenges in teacher training. This study examines the relationship between self-perceived digital competence and UDL knowledge in future teachers, analyzing the influence of demographic and academic factors. Using a non-experimental, ex post facto quantitative design, 903 Early Childhood and Primary Education teaching students were evaluated using a questionnaire on digital competence, UDL knowledge, and use of digital tools. The results revealed a moderate positive correlation (r = 0.45, p < 0.001) between digital competence and UDL knowledge. Significant differences were found by educational stage (F(1, 784) = 26.073, p < 0.001) and academic performance (F(2, 784) = 35.162, p < 0.001), but not by gender (F(1, 784) = 0.274, p = 0.600). The analysis across academic years showed significant variations in digital competencies (F(3, 782) = 16.42, p < 0.001). These findings underscore the need to systematically integrate training in digital competencies and UDL in teacher education programs, considering factors such as academic performance and educational stage.

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