Abstract
This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.
Highlights
Massive open online courses (MOOCs), a term coined in 2008 by Dave Cormirer and Bryan Alexander to refer to the online courses designed by George Siemens and Stephen Downes [1], are considered, like other virtual environments, to be part of Educational Software 3.0
information and communication technologies (ICT) are presented as basic tools that allow the general public to access knowledge and resources offered on the web, and offer continuous learning through lifelong learning [33,34]
It was in the year 2000 that, faced with the imbalance of humanity in areas such as education and access to basic resources, the United Nations adopted the Millennium Development Goals (MDGs), as it had been impossible to achieve equal opportunities for all in relation to development and well-being
Summary
Massive open online courses (MOOCs), a term coined in 2008 by Dave Cormirer and Bryan Alexander to refer to the online courses designed by George Siemens and Stephen Downes [1], are considered, like other virtual environments, to be part of Educational Software 3.0. This tool, which is based on the connectivist principles of massiveness, being free of charge, portability, ubiquity, self-assessment, modularity, and video simulation, proposes new teaching–learning scenarios for the creation/production of content, and the active, interactive, and collaborative role of students in guided and flexible learning environments. MOOCs provide an opportunity to establish synergies between universities and the knowledge society, creating a new and burgeoning space for collaborative learning that meets current educational requirements [5], as well as for internationalization, recognition, and the opening up of universities [6,7,8,9]
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