Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)

• Published in: Education sciences 2019-12, Vol.9 (4), p.274
• Main Authors: Gómez-Trigueros, Isabel María, Ruiz-Bañuls, Mónica, Ortega-Sánchez, Delfín
• Format: Article
• Language: English
• Subjects: Bachelors Degrees; Beginning Teachers; Digital literacy; Educational Innovation; Educational Technology; Elementary Secondary Education; Foreign Countries; ICTs (information and communication technologies); Innovations; Knowledge Level; Learning; Learning Processes; LKTs (learning and knowledge technologies); Masters Degrees; Pedagogical Content Knowledge; Preschool Education; Preservice Teachers; Student Attitudes; Teacher Competencies; Teacher education; Teacher Education Programs; Teaching; Teaching Methods; Technological Literacy; Technology Uses in Education; TPACK (technological pedagogical content knowledge); trainee teachers
• ISSN: 2227-7102; 2227-7102
• DOI: 10.3390/educsci9040274

This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.