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

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Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
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Department of Innovation and Didactic Training, Faculty of Education, University of Alicante, 03690 Alicante, Spain
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Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(4), 274; https://doi.org/10.3390/educsci9040274
Received: 9 October 2019 / Revised: 8 November 2019 / Accepted: 10 November 2019 / Published: 14 November 2019
(This article belongs to the Special Issue Digital Learning in Open and Flexible Environments)
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. View Full-Text
Keywords: trainee teachers; ICTs (information and communication technologies); LKTs (learning and knowledge technologies); TPACK (technological pedagogical content knowledge) trainee teachers; ICTs (information and communication technologies); LKTs (learning and knowledge technologies); TPACK (technological pedagogical content knowledge)
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Gómez-Trigueros, I.M.; Ruiz-Bañuls, M.; Ortega-Sánchez, D. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Educ. Sci. 2019, 9, 274.

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