Autopercepciones y perfiles en dos áreas de competencias digitales en el profesorado de Educación Infantil de Andalucía

Álvarez-Herrero, J. F., Martínez-Roig, R. & Urrea-Solano, M. (2021). Uso de las tecnologías digitales en educación infantil en tiempos de pandemia. Campus Virtuales, 10(2), 165-174

Aranda, G., Campbell, C., Ferguson, J. & Speldewinde, C. (2022). Introducing Digital Technologies into Play-Based Learning in Early Childhood. In S. Papadakis & M. Kalogiannakis, (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to promote teaching and learning, 525–551. Lecture Notes in Educational Technology. Springer. https://doi.org/10.1007/978-981-19-0568-1_22

Atman Uslu, N., y Usluel, YK (2019). Predicción de la integración de la tecnología basada en un marco conceptual para el uso de las TIC en la educación. Tecnología, Pedagogía y Educación, 28(5), 517–531. https://doi.org/10.1080/1475939X.2019.1668293

Back, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, 103390. https://doi.org/10.1016/j.tate.2021.103390

Berson, I. R., Luo, W. y Yang, W. (2022). Bridging the digital divide in early childhood: technological advances and curriculum reforms. Early Education and Development, 33(1), 183-185

Bourbour, M. (2020). Digital technologies in preschool education: The interplay between interactive whiteboards and teachers’ teaching practices [Doctoral thesis, comprehensive summary, Örebro University]. DiVA. Örebro. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-37618.

Cai, Y., & Tang, R. (2021). School support for teacher innovation: Mediating efects of teacher self-efcacy and moderating efects of trust. Thinking Skills and Creativity, 41, 100854. https://doi.org/10. 1016/j.tsc.2021.100854

Cheng, S.-L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062. https://doi.org/10.1016/j.tate.2020.103062Ching-Ting Hsin, Ming-Chaun Li, & Chin-Chung Tsai. (2014). The Influence of Young Children’s Use of Technology on Their Learning: A Review. Journal of Educational Technology & Society, 17(4), 85–99. http://www.jstor.org/stable/jeductechsoci.17.4.85

Chiu, T. K. F. (2022). School learning support for teacher technology integration from a self-determination theory perspective. Educational Technology Research and Development, 70(3), 931–949. https://doi.org/10.1007/s11423-022-10096-x

Clayback, K.A., Williford, A.P. y Vitiello, V. (2023). Identifying Teacher Beliefs and Experiences Associated with Curriculum Implementation Fidelity in Early Childhood Education. Prev Sci 24, 27–38 https://doi.org/10.1007/s11121-022-01414-z

Digón-Regueiro, P., Méndez-García, R., Romero-Rodrigo, M., & Becerra-Brito, C. (2024). Cuestionando el papel de las tecnologías en la Educación Infantil: brechas y falsas visiones [Questioning the role of technology in Early Childhood Education: divides and false views]. Pixel-Bit. Revista de Medios y Educación, 69, 63-96. https://doi.org/10.12795/pixelbit.98498

Domitrovich, C. E., Li, Y., Mathis, E. T., & Greenberg, M. T. (2019). Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum. Journal of School Psychology, 76, 168–185

Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efcacy and school support. The Asia-Pacifc Education Research-Er, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5

Dwyer, A., Jones, C., & Rosas, L. (2019). What digital technology do early childhood educators use and what digital resources do they seek? Australasian Journal of Early Childhood, 44(1), 91-105. https://doi.org/10.1177/1836939119841459

Fernández-Cruz, F.J. y Fernández Díaz, M.J. (2016). Los docentes de la Generación Z y sus competencias digitales. Comunicar, 46, 97-105. http://dx.doi.org/10.3916/C46-2016-10

Ferrari, A. (2013). Digital competence in practice: An analysis of frameworks. European Union. http://www.ifap.ru/library/book522.pdf

Forsling, K. (2023). Collegial learning and Digital Literacy Education in a Swedish preschool. Early Childhood Education Journal, 51(1), 139–148. https://doi.org/10.1007/s10643-021-01289-9.

García Arango, D. A., Villarreal Fernández, J. E., Ortega Carrillo, J. A., Cuéllar Rojas, O. A. y Henao Villa, C. F. (2020). Dimensiones de competencia digital en docentes universitarios: análisis relacional basado en componentes. Revista Ibérica de Sistemas e Tecnologías de Informaçao, 28, 945-960.

Han, J., Yin, H., & Wang, J. (2018). A case study of faculty perceptions of teaching support and teaching efcacy in China: Characteristics and relationships. Higher Education, 76(3), 519–536. https://doi.org/10.1007/s10734-017-0223-0

Hatzigianni, M., Stephenson, T., Harrison, L.J., Waniganayake, M., Li, P., Barblett, L., Hadley, F., Andrews, R., Davis, B. & Irvine, S. (2023). The role of digital technologies in supporting quality improvement in Australian early childhood education and care settings. International Journal of Child Care and Education Policy, 17(5). https://doi.org/10.1186/s40723-023-00107-6

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.

Johnson, B. T., & Tawfk, A. A. (2022). First, second, and third-order barriers to information literacy and inquiry-based learning for teachers in poverty contexts. Educational Technology Research and Development, 70(4), 1221–1246. https://doi.org/10.1007/s11423-022-10124-w

Johnston, K., Hadley, F., & Waniganayake, M. (2020). Practitioner inquiry as a professional learning strategy to support technology integration in early learning centres: Building understanding through Rogoff’s planes of analysis. Professional Development in Education, 46(1), 49–64. https://doi.org/1 0.1080/19415257.2019.1647871.

Kewalramani, S., Palaiologou, I., Arnott, L. y Dardanou, M. (2020). Integrating the Internet of Toys into Early Childhood Education: A Platform for Multi-Layered Interactions. European Early Childhood Education Research Journal, 28(2), 197-213. https://doi.org/10.1080/135029 3X.2020.1735738

Konstantinidou, E., & Scherer, R. (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education, 179, 104424. https://doi.org/10.1016/j.compedu.2021.104424

Kontkanen, S., Pöntinen, S., Kewalramani, S., Veresov, N., & Havu-Nuutinen, S. (2023). Children’s digital competence in early childhood education: A comparative analysis of curricula. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2215. https://doi.org/10.29333/ejmste/12798

Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109– 1121. https://doi.org/10.1016/j.compedu.2012.05.014

Lauricella, R., Jenna Herdzina, M R, (2020). Early childhood educators’ teaching of digital citizenship competencies, Computers & Education, 158, 103989, https://doi.org/10.1016/j.compedu.2020.103989.

Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, núm. 340, de 30 de diciembre de 2020, pp. 122868 a 122953. https://www.boe.es/diario_boe/txt.php?id=BOE-A-2020-17264

Lindfors, M., Pettersson, F., & Olofsson, A. D. (2021). Conditions for professional digital competence: The teacher educators’ view. Education Inquiry, 1–20. https://doi.org/10.1080/20004508.2021.1890936

Manches, A. y Plowman, L. (2017). Computing education in children’s early years: A call for debate. British Journal of Educational Technology, 48(1), 191-201. https://doi.org/10.1111/bjet.12355

Marsh, J., Arnseth, H. C. y Kumpulainen, K. (2018). Maker literacies and maker citizenship in the MakEY (makerspaces in the early years) project. Multimodal Technologies and Interaction, 2(3), 50. https://doi.org/10.3390/mti2030050

Martín, S. C., González, M. C. y Peñalvo, F. J. G. (2020). Digital competence of early childhood education teachers: attitude, knowledge, and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393

Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009–3026. https://doi.org/10.1007/s10639-020-10399-7.

Masoumi, D., & Noroozi, O. (2023). Developing early career teachers’ professional digital competence: A systematic literature review. European Journal of Teacher Education, 1–23. https://doi.org/10.1080/02619768.2023.2229006.

Masoumi, D., Bourbour, M. (2024). Framing adequate digital competence in early childhood education. Educ Inf Technol https://doi.org/10.1007/s10639-024-12646-7

Murcia, K., Campbell, C. y Aranda, G. (2018). Trends in Early Chilhood Education Practice and Professional Learning with Digital Technologies. Pedagogika, 68(3), 249-264

Ogegbo, A. A. y Aina, A. (2020). Early childhood development teachers’ perceptions on the use of technology in teaching young children. South African Journal of Childhood Education, 10(1), 1-10. https://doi.org/10.4102/sajce.v10i1.880

Olofsson, A. D., Fransson, G., & Lindberg, J. O. (2020). A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative. Educational Studies, 46(6), 727–743. https://doi.org/10.1080/03055698.2019.165 1694.

Peled, Y., & Perzon, S. (2022). Modelo sistémico para la integración de la tecnología en la enseñanza. Educ Inf Technol 27 ,2661–2675 . https://doi.org/10.1007/s10639-021-10694-x

Qu, X.-X., Liu, X.-N., & Yang, Z. (2023). The factors infuencing balanced development of primary and secondary school teachers’ IT application ability. Education and Information Technologies, 1–25. https://doi.org/10.1007/s10639-022-11554-y

Redecker & Punie, 2017. C., Marco europeo para la competencia digital de los educadores: DigCompEdu. Oficina de Publicaciones de la Unión Europea, Luxemburgo, 2017,

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/159770

Romero-Tena, R., Barragán-Sánchez, R., Gutiérrez-Castillo, J. J. y Antonio Palacios-Rodríguez, A. (2024). Análisis de la competencia digital docente en Educación Infantil Perfil e identificación de factores que influyen. Bordón, Revista de Pedagogía, 76(2), 45-63. https://doi.org/10.13042/10.13042/Bordon.2024.100427

Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020b). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability, 12(11), 4782.

Romero-Tena, R., López-Lozano, L. y Puig, M. (2020a). Types of use of technologies by Spanish early childhood teachers. European Journal of Educational Research, 9(2), 511-522. https://doi.org/10.12973/eu-jer.9.2.511

Sánchez-Cruzado, C., Santiago Campión, R. y Sánchez-Compaña, M. T. (2021). Teacher Digital Literacy: The Indisputable Challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858Selwyn, N. (2012). Making sense of young people, education and digital technology: The role of sociological theory. Oxford Review of Education, 38(1), 81–96. https://doi.org/10.1080/03054985.2011.5 77949.

Shen, W., Lin, XF., Chiu, TKF et al. (2024). Cómo el apoyo escolar y la percepción de los docentes afectan la integración de la tecnología por parte de los docentes: un análisis del modelo de mediación multinivel. Educ Inf Technol https://doi.org/10.1007/s10639-024-12802-z

Sipilä, K. (2011). No pain, no gain? Teachers implementing ICT in instruction. Interactive Technology and Smart Education, 8(1), 39–51. https://doi.org/10.1108/17415651111125504

Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2063224

Su, J., & Yang, W. (2023). Digital competence in early childhood education: A systematic review. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11972-6.

Su, J., Yang, W. (2024). Digital competence in early childhood education: A systematic review. Educ Inf Technol 29, 4885–4933 https://doi.org/10.1007/s10639-023-11972-6

Svenja Peters, Jan-Henning Ehm, Katrin Wolstein, Christoph Mischo, (2022). Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies, Early Childhood Research Quarterly, 58, 47-58. https://doi.org/10.1016/j.ecresq.2021.08.001.

Torres-Barzabal, M.L., Martínez-Gimeno, A., Jaén-Martínez, A., & Hermosilla-Rodríguez, J. M. (2022). La percepción del profesorado de la Universidad Pablo de Olavide sobre su Competencia Digital Docente [Pablo de Olavide University teaching staff's perception of their Digital Teaching Competence]. Pixel-Bit. Revista de Medios y Educación, 63, 35-64. https://doi.org/10.12795/pixelbit.91943

Tsai, C. C., & Chai, C. S. (2012). The “third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Techn-Ology, 28(6), 1057–1060

Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70–81. https://doi.org/10.1016/j.compedu.2017.11.009

Wang, Q., & Zhao, G. (2021). ICT self-efcacy mediates most efects of university ICT support on preservice teachers’ TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319–2339. https://doi.org/10.1111/bjet.13141

Wu, D., Li, C.-C., Zhou, W.-T., Tsai, C.-C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacifc Education Review, 20(1), 147–157. https://doi.org/10.1007/s12564-018-9568-z

Xie, K., Nelson, M. J., Cheng, S.-L., & Jiang, Z. (2023). Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms. Journal of Research on Technology in Education, 55(2), 281–306. http://dx.doi.org/10.1080/15391523.2021.1951404