{"id":4886,"date":"2021-03-28T17:39:12","date_gmt":"2021-03-28T16:39:12","guid":{"rendered":"http:\/\/revistaeco.cepcordoba.es\/?p=4886"},"modified":"2021-03-28T17:42:00","modified_gmt":"2021-03-28T16:42:00","slug":"digcomporg-marco-de-referencia-para-la-transformacion-digital-de-los-centros-educativos-andaluces","status":"publish","type":"post","link":"https:\/\/revistaeco.cepcordoba.es\/index.php\/2021\/03\/28\/digcomporg-marco-de-referencia-para-la-transformacion-digital-de-los-centros-educativos-andaluces\/","title":{"rendered":"DigCompOrg: MARCO DE REFERENCIA PARA LA TRANSFORMACI\u00d3N DIGITAL DE LOS CENTROS EDUCATIVOS ANDALUCES"},"content":{"rendered":"\n

AUTORES\/A:<\/strong><\/h3>\n

Julio Cabero-Almenara<\/strong><\/h4>\n

Catedr\u00e1tico del Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar.
Facultad de Ciencias de la Educaci\u00f3n. Universidad de Sevilla<\/p>\n


Raquel Barrag\u00e1n-S\u00e1nchez<\/strong><\/h4>\n

Profesora Ayudante Doctora del Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar. Facultad de Ciencias de la Educaci\u00f3n. Universidad de Sevilla

<\/p>\n

Antonio Palacios-Rodr\u00edguez<\/strong><\/h4>\n

Profesor Contratado Predoctoral
del Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar. Facultad de Ciencias de la Educaci\u00f3n. Universidad de Sevilla

<\/p>\n

Resumen<\/strong><\/h4>\n

Las claves organizativas para integrar las TIC en los centros educativos andaluces no pueden entenderse sin analizar la gran influencia que han tenido las pol\u00edticas europeas en los \u00faltimos a\u00f1os. De la misma forma, tampoco se conciben sin analizar la especial situaci\u00f3n de alarma sanitaria que ha provocado una evoluci\u00f3n a marchas forzadas hacia el aprendizaje virtual. En nuestro contexto m\u00e1s cercano, como se demuestra en la Instrucci\u00f3n de 31 de julio, de la Direcci\u00f3n General de Formaci\u00f3n del Profesorado e Innovaci\u00f3n Educativa, sobre medidas de transformaci\u00f3n digital educativa en los centros docentes p\u00fablicos para el curso 2020\/21, <\/em>la Comunidad Aut\u00f3noma de Andaluc\u00eda ha apostado por seguir el modelo propuesto por Europa dentro del Marco europeo para Organizaciones Educativas Digitalmente Competentes (DigCompOrg). Este trabajo destaca la elaboraci\u00f3n del Plan de Actuaci\u00f3n Digital (PAD), el cual incluye la evaluaci\u00f3n de la competencia digital tanto de la instituci\u00f3n como de los docentes a trav\u00e9s de instrumentos validados que aportan una valoraci\u00f3n o feedback inmediato; el dise\u00f1o del Plan de Formaci\u00f3n adaptado a las necesidades concretas de cada organizaci\u00f3n; as\u00ed como un Plan de Contingencia en el que se contempla la posibilidad de compatibilizar de forma segura un escenario de docencia presencial y un escenario de docencia telem\u00e1tica. En consecuencia, se establecen distintas l\u00edneas de investigaci\u00f3n afines a esta tem\u00e1tica y se reclama mayor formaci\u00f3n para toda la comunidad educativa.<\/p>\n

Abstract<\/strong><\/h4>\n

The organizational keys to integrating ICT in Andalusian educational centers cannot be understood without analyzing the great influence that European policies have had in recent years. In the same way, they are not conceived without analyzing the special health alarm situation that has caused a forced march towards virtual learning. In our closest context, as demonstrated in the Instruction of July 31, of the General Directorate of Teacher Training and Educational Innovation, on measures of educational digital transformation in public educational centers for the 2020\/21 academic year, the Autonomous Community Andalusia has opted to follow the model proposed by Europe within the European Framework for Digitally Competent Educational Organizations (DigCompOrg). This work highlights the development of the Digital Action Plan (PAD), which includes the evaluation of the digital competence of both the institution and the teachers through validated instruments that provide immediate feedback or assessment; the design of the Training Plan adapted to the specific needs of each organization; as well as a Contingency Plan that contemplates the possibility of safely combining a classroom teaching scenario and a telematic teaching scenario. Consequently, different lines of research related to this topic are established and more training is demanded for the entire educational community.<\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

AUTORES\/A: Julio Cabero-Almenara Catedr\u00e1tico del Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar.Facultad de Ciencias de la Educaci\u00f3n. Universidad de Sevilla Raquel Barrag\u00e1n-S\u00e1nchez Profesora Ayudante Doctora del Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar. Facultad de Ciencias de la Educaci\u00f3n. Universidad de Sevilla Antonio Palacios-Rodr\u00edguez Profesor Contratado Predoctoraldel Departamento de Did\u00e1ctica y Organizaci\u00f3n Escolar. Facultad de Ciencias de … <\/p>\n

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