Acceso usuarios
Enrique Alastor García Cheikh-Lahlou, Francisco David Guillén Gámez, Julio Ruiz Palmero 
La competencia digital es un elemento esencial para la formación inicial dedocentes, ya que les permite integrar las tecnologías digitales en su práctica. Los objetivosplanteados fueron: (1) conocer el nivel auto percibido de futuros maestros de EducaciónPrimaria e Infantil respecto a sus competencias digitales; (2) comparar si existen diferenciassignificativas en competencias digitales entre los futuros docentes de ambas etapaseducativas; (3) identificar si existen diferencias significativas en competencias entre losdiferentes cursos académicos del grado educativo, para cada grado educativo. Planteamosun estudio no experimental de tipo ex post facto y muestra de 897 estudiantes de Infantil yPrimaria. Los resultados mostraron que tienen un nivel auto percibido medio-alto decompetencia digital en ambos grados educativos, encontrando diferencias significativasentre los futuros docentes de Educación Infantil y Primaria, siendo estos últimos los queobtuvieron puntuaciones más altas. En Educación Infantil se encontraron diferenciassignificativas entre los de primero y cuarto curso, mientras que en Educación Primaria seencontraron diferencias entre todos los cursos académicos, excepto entre tercero y cuarto.Estos resultados sugieren que la formación inicial debe centrarse en desarrollar lascompetencias digitales de los futuros maestros, con especial atención en los primeros cursosacadémicos.
Digital competence is an essential element for initial teacher training, as it allowsthem to integrate technologies into their practice. The objectives set were: (1) to know theself-perceived level of future primary and early childhood education teachers regarding theirdigital competence; (2) compare if there are significant differences in digital competencebetween future teachers of both educational stages; (3) to identify if there are significantdifferences in competence between the different academic courses of the degree, for eacheducational stage. We proposed a non-experimental study of the ex post facto type and asample of 897 students of Early Childhood and Primary Education. The results showed thatthey have a medium-high self-perceived level of digital competence in both educationalstages, finding significant differences between future teachers of Early Childhood andPrimary Education, the latter being the ones who obtained the highest scores. In EarlyChildhood Education, significant differences were found between those of the first andfourth year, while in Primary Education, differences were found between all academiccourses, except between the third and fourth. These results suggest that initial trainingshould focus on developing the digital competence of future teachers, with special attentionto the first academic courses
