Abstract
Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 421). A mixed methodology has been implemented, with a descriptive cross-sectional approach as well as inferential analysis based on a questionnaire (α ≥ .918) and the tasks carried out by the sample. The results show a poor didactic use of technologies while confirming the acquisition of knowledge about geolocation. This corroborates the benefits of applying an improvement in the digital competence of teachers in training.
Highlights
IntroductionThe concept of competence [1] suggests a set of basic capacities, abilities and / or skills, which are in the essential learning for citizens within the framework of the Information and Knowledge Society (IKS)
In recent years, we have witnessed a pedagogical change throughout Europe and in the world with the aim of giving a strong response to the needs related to teacher training in the didactic-technology binomial.The concept of competence [1] suggests a set of basic capacities, abilities and / or skills, which are in the essential learning for citizens within the framework of the Information and Knowledge Society (IKS)
This study focuses on the achievement of the following objectives: the first, to assess the level of geospatial competence of teachers in training; the second, to know their perception regarding the use of technologies for teaching; the third, study and assess the importance they attach to manipulative, didactic and pedagogical training of technological resources in their university training and, lastly, assess progress in geospatial competence at the end of the intervention
Summary
The concept of competence [1] suggests a set of basic capacities, abilities and / or skills, which are in the essential learning for citizens within the framework of the Information and Knowledge Society (IKS). Skills such as the ability to understand spatial, formal, and data terms and concepts are required. Citizens must be able to read, understand and use a plan or map, to be able to orient themselves in space In this sense, future teachers, whose task is to train their students in competencies, must have the spatial competence to be transmitters and teachers of such knowledge, but they must appropriiJET ‒ Vol 15, No 19, 2020
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