About this paper

Appears in:
Pages: 2712-2718
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain


P. Canto-Herrera1, P. Sosa-Solís2

1Universidad Autónoma de Yucatán (MEXICO)
2Secretaría de Educación Pública (MEXICO)
In Mexico, the educational reforms of the last few years have attempted meet the demands of the knowledge society, so the national education scene has been dominated by a new discourse and new approaches to teaching and learning. In this framework, teacher education in our country has changed accelerated from its conception to its practices, changes respond to the complexity of today´s society (Robles, 2011).
Certainly throughout history have teacher education schools formed the vast majority of teachers in basic education and each reform has responded to the needs of the historical moment we live and the profile of the teacher was required. However, needs of today require postmodern and globalizing different view of the school and the teacher, and not just about train teachers who believe that national values ​​or rescue the vulnerable groups of society now requires professionalize teaching and train competent teachers who can address problems of classrooms and children attend the XXI century.
Certainly prepare competent and quality teachers, will have to impact favorably on basic education classrooms, benefiting children in Mexico and also forming citizens with basic life skills.
According to the UNESCO. digital skills are attitudes and knowledge necessary to understand and utilize various kinds of mediums and formats in which information is communicated from a sender to a receiver, such as images, sound, and video, and whether as a transaction between individuals, or as a mass transaction between a single sender and many receivers, or, vice-versa.
Develop digital skills in teachers involve not only to provide an important infrastructure to digital technology and schools and universities, where supposedly every teacher and student can have on hand a computer or laptop equipped with the most recent programs (software) media, with sufficient and free access to Internet services, but also needed a strong systematic planning work that enables the organizing strategies that promote knowledge management and learning in classrooms (Zapata, 2003; Fontcuberta, 2003; Rodríguez Gómez, 2006).It involves gradually induce the teacher, in a process of literacy and digital media, because it is considered within the new jargon of cyberculture (Piscitelli, 2002), as compared with digital immigrant called native digital, ie students (Prensky, 2001, Piscitelli, 2006).
Today strengthening digital skills of teachers in teacher education has great relevance. It is important to note that the Information Technology and Communication (ICT), and are applied for in-service teachers in various subjects in the process of Teaching and Learning, however, results in the ENLACE and PISA examinations in recent times do not reflect an improvement in the students preparation, nor in the present evaluation for new teachers enter the service, so this situation arises due to concerns about Know What are skills that must be developed in student teachers to strengthen digital skills that will facilitate the teaching-learning process of their subject?
author = {Canto-Herrera, P. and Sosa-Sol{\'{i}}s, P.},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {2712-2718}}
AU - P. Canto-Herrera AU - P. Sosa-Solís
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 2712
EP - 2718
ER -
P. Canto-Herrera, P. Sosa-Solís (2013) EVALUATION OF DIGITAL SKILLS OF TEACHERS, INTED2013 Proceedings, pp. 2712-2718.