Abstract
The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.
Highlights
In recent years, the irruption of technology has monopolized a compendium of modifications that have produced an abrupt change in the way we understand daily processes
Today’s society needs future professionals who are able to identify, evaluate and critically communicate the information they find on the digital network
There is a demand for teachers and professors who are experienced in digital competence, and in information literacy, in order to continue fostering future generations trained in critical thinking and with the skills to search, locate, evaluate, process and communicate information
Summary
The irruption of technology has monopolized a compendium of modifications that have produced an abrupt change in the way we understand daily processes. From the educational landscape, a substantial paradigm shift is taking place, reorienting teaching/learning processes and reconsidering the role of students, teachers, future demands and demands that revolve around these factors [4]. In this characteristic context of the information society in which we find ourselves, the need for future professionals to possess information competencies is a priority common to all disciplines, all learning environments and all levels of education [5]. Its acquisition is already justified in different educational plans, and its correct development encourages university students to have a greater understanding of knowledge, in order to possess a greater metacognitive capacity and, in short, to assume greater control over their own learning process [6]
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