Digital competences in primary and secondary education: a trend visualisation analysis through VOSviewer
DOI:
https://doi.org/10.56294/dm2024.432Keywords:
Digital competences, Basic and secondary education, ICT, Data visualisation, VOSviewerAbstract
Introduction: In an increasingly interconnected society, digital skills are increasingly important in the education of the next generations. Therefore, it is necessary to know the main trends in this field of studies. Methods: This study conducts a trend visualisation analysis on digital competences in basic and secondary education, using the VOSviewer tool to map and visualise the relationships between authors, institutions, and research topics. Results: The visualisation reveals a significant increase in scholarly output related to digital competences, especially from 2020 onwards. Co-authorship networks and keyword co-occurrence highlight central nodes of collaboration and emerging themes in this field of study. Conclusions: The results underline the importance of an interdisciplinary approach and the need to strengthen digital competences in teacher education.
References
1. Selwyn N. Education and technology: Key issues and debates. London: Continuum International Publishing Group. 2011.
2. Bawden, D. Origins and concepts of digital literacy. Lankshear C, Knobel M. editores. Digital literacies: Concepts, policies and practices. New York: Peter Lang Publishing; 2008. p. 17-32.
3. Hargittai E. Digital na(t)ives? Variation in Internet skills and uses among members of the “Net Generation”. Sociological Inquiry. 2010;80(1):92-113. https://doi.org/10.1111/j.1475-682X.2009.00317.x
4. Johnson L, Adams S, Cummins M, Estrada V, Freeman A and Hall C. The NMC Horizon Report: 2016 Higher Education Edition. Texas: The New Media Consortium. 2016.
5. Conole G. Las pedagogías de los entornos personales de aprendizaje. Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red. Alcoy: Marfil; 2013. p. 185-188.
6. Jones C, Shao B. The Net Generation and Digital Natives: Implications for Higher Education. New York: Higher Education Academy. 2011.
7. Redecker C. European framework for the digital competence of educators: DigCompEdu. Luxembourg: European Union. 2017.
8. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. ICT Competency Framework for Teachers. France: United Nations Educational, Scientific and Cultural Organization. 2018.
9. Van Eck NJ, Waltman L. Software survey: VOSviewer, a computer program for bibliometric mapping, Scientometrics, 2010; 84(2): 523–538. https://doi.org/10.1007/s11192-009-0146-3
10. Cobo C, Moravec JW. Aprendizaje invisible: Hacia una nueva ecología de la educación. Barcelona: Publicacions i Edicions de la Universitat de Barcelona. 2011.
11. Small H. Visualizing science by citation mapping. Journal of the American Society for Information Science. 1999;50(9):799-813. https://doi.org/10.1002/(SICI)1097-4571(1999)50:9<799::AID-ASI9>3.0.CO;2-G
12. Börner K. Atlas of science: Visualizing what we know. London: The MIT Press. 2010. https://dl.acm.org/doi/abs/10.5555/1995300
13. Leydesdorff L. Review of: K. Börner (2010) Atlas of science: visualizing what we know. Scientometrics. 2011;88(2):675-677. https://pure.uva.nl/ws/files/1831712/112264_357017.pdf
14. Waltman L, Van Eck NJ. A smart local moving algorithm for large-scale modularity-based community detection. The European Physical Journal B. 2013;86(11):471. https://doi.org/10.1140/epjb/e2013-40829-0
15. Zawacki-Richter O, Latchem C. Exploring four decades of research in Computers & Education. Computers & Education. 2018;122:136-152. https://doi.org/10.1016/j.compedu.2018.04.001
16. Deimann M, Friesen N. Exploring the educational potential of open educational resources. E–Learning and Digital Media. 2013;10(2):112-114. https://doi.org/10.2304/elea.2013.10.2.112
17. Waltman L, Van Eck NJ, Noyons ECM. A unified approach to mapping and clustering of bibliometric networks. Journal of Informetrics, 2010;4(4):629-635. https://doi.org/10.1016/j.joi.2010.07.002
18. Van Eck NJ, Waltman L. Visualizing bibliometric networks. Measuring scholarly impact. Cham: Springer; 2014. p. 285-320. https://doi.org/10.1007/978-3-319-10377-8_13
19. Boyack KW, Klavans R. Co-citation analysis, bibliographic coupling, and direct citation: Which citation approach represents the research front most accurately? Journal of the American Society for Information Science and Technology. 2010;61(12):2389-2404. https://doi.org/10.1002/asi.21419
20. Van Eck NJ, Waltman L. VOSviewer Manual: Version 1.6.10. Paises bajos: Leiden University, Centre for Science and Technology Studies (CWTS). 2019.
21. Newman MEJ.The structure of scientific collaboration networks. Proceedings of the National Academy of Sciences. 2001;98(2):404-409. https://doi.org/10.1073/pnas.98.2.404
22. Newman MEJ. Scientific collaboration networks. I. Network construction and fundamental results. Physical Review E. 2001;64(1):016131. https://doi.org/10.1103/PhysRevE.64.016131
23. Liu X, Bollen J, Nelson ML, Van de Sompel H. Co-authorship networks in the digital library research community. Information Processing & Management. 2005;41(6):1462-1480. https://doi.org/10.1016/j.ipm.2005.03.012
24. Callon M, Courtial JP, Laville F. Co-word analysis as a tool for describing the network of interactions between basic and technological research: The case of polymer chemistry. Scientometrics. 1991;22:155-205. https://doi.org/10.1007/BF02019280
25. Börner K, Chen C, Boyack KW. Visualizing Knowledge Domains. Annual Review of Information Science and Technolog. 2003;37(1):179–255. https://doi.org/10.1002/aris.1440370106
26. Chen C, Ibekwe-SanJuan F, Hou J. The Structure and Dynamics of Cocitation Clusters: A Multiple-Perspective Cocitation Analysis. Journal of the American Society for Information Science and Technology. 2010;61:1386-1409. https://doi.org/10.1002/asi.21309
27. Alamettälä T, Sormunen E. Learning online research skills in lower secondary school: Long-term intervention effects, skill profiles and background factors. Information and Learning Science. 2021;122(1-2):68-81. https://doi.org/10.1108/ILS-03-2020-0058
28. Ascencio P, Glasserman L, Quintana J. Digital Competences: Reality of students starting university life. Digital Education Review. 2019;36:68-84. https://doi.org/10.1344/der.2019.36.68-84
29. Barabási AL, Jeong H, Neda Z, Ravasz E, Schubert A, Vicsek T. Evolution of the social network of scientific collaborations. Physica A: Statistical Mechanics and its Applications. 2002;311(3-4):590-614. https://doi.org/10.1016/S0378-4371(02)00736-7
30. Betancur-Chicue V, Gómez-Ardila SE, Cárdenas-Rodríguez YP, Hernández-Gómez SA, Galindo-Cuesta JA, Cadrazco-Suárez MA. Instrumento para la identificación de competencias digitales docentes. Validación de un instrumento basado en el DigCompEdu en la Universidad de la Salle, Colombia. Prisma Social. 2023;41:27-46. https://revistaprismasocial.es/article/view/4970
31. Cabellos B, Echeverria MPP, Pozo J I. The Use of Digital Resources in Teaching during the Pandemic: What Type of Learning Have They Promoted? Education sciences. 2023;13(1):58. https://doi.org/10.3390/educsci13010058
32. Aznar I, Cáceres MP, Romero JM. Alfabetización digital del profesorado de ciencias ambientales: un análisis de su competencia tecnológica. Luna Azul. 2019;(49):172–184. https://doi.org/10.17151/luaz.2019.49.10
33. González CB, Guerrero J, Navarro Y, González JM, Collazos CA. Digital Competencies of Higher Education Institutions in Mexico: A Systematic Literature Review. Digital Literacy for Teachers. Lecture Notes in Educational Technology. Singapore: Springer. 2022.
34. Santibáñez J, Santiago R, Pérez C, Sáenz M, Tejada S. Competencia en comunicación audiovisual en un entorno digital en la enseñanza no universitaria: necesidades y carencias. Revista Latinoamericana De Tecnología Educativa - RELATEC, 2016;15(3):127-139. https://doi.org/10.17398/1695-288X.15.3.127
35. Valverde-López L, Ureña-Hernández M. A proposal of didactic strategies and resources by competencies in response to teaching-learning styles of the student population. Revista Electrónica Educare. 2021;25(3):1-19. https://doi.org/10.15359/ree.25-3.7
36. Vargas H. Guía para la visualización de datos: VOSviewer, Universidad de La Salle. 2022.
37. Valera S. El espacio público como red. Una aproximación a la Psicología Ambiental desde el Análisis de Redes Sociales. Redes. Revista hispana para el análisis de redes sociales. 2020;31(1):30-45. https://doi.org/10.5565/rev/redes.843
38. Frenken L, Klinger M, Greefrath G. Kognitives Potenzial deutscher Abituraufgaben. Journal für Mathematik-Didaktik 2024;45(8). https://doi.org/10.1007/s13138-024-00233-9
39. Kaarakainen MT, Kivinen O, Vainio T. Performance-based testing for ICT skills assessing: A case study of students and teachers’ ICT skills in Finnish Schools, Universal Access in the Information Society. 2018;17(2):349–360. https://doi.org/10.1007/s10209-017-0553-9
40. Cobo M, López-Herrera AG, Herrera-Viedma E, Herrera F. SciMAT: A new science mapping analysis software tool. Journal of the Association for Information Science and Technology. 2012;63(8):1609-1630. https://doi.org/10.1002/asi.22688
41. Jiang T, Hou Y, Yang J. Literature review on the development of visualization studies (2012–2022). Engineering Proceedings. 2023;38(1):89. https://doi.org/10.3390/engproc2023038089
42. Cuevas-Cajiga Y, Moreno-Olivos T. Current state of pre-service teacher training for primary education: A view on the case of Mexico. Education Policy Analysis Archives. 2022;30(112). https://doi.org/10.14507/epaa.30.6792
43. Danilaev DP, Malivanov NN. Technological Education and Engineering Pedagogy. The Education and science journal. 2020;22(3):55-82. https://doi.org/10.17853/1994-5639-2020-3-55-82
44. Marín D, Gabarda V, Ramón-Llin JA. Análisis de la competencia digital en el futuro profesorado a través de un diseño mixto Revista de Educación a Distancia (RED). 2022;22(70). https://doi.org/10.6018/red.523071
45. Hernández CA, Prada R, Ramírez P. Perspectivas actuales de los docentes de Educación Básica y Media acerca de la aplicación de las Competencias Tecnológicas en el aula. Revista Espacios. 2018;9(43). http://www.revistaespacios.com/a18v39n43/a18v39n43p19.pdf
46.Su HN, Lee PC. Mapping knowledge structure by keyword co-occurrence: a first look at journal papers in Technology Foresigh. Scientometrics. 2010;85:65–79. https://doi.org/10.1007/s11192-010-0259-8
47. Gubanov DA, Makarenko AV, Novikov DA. Analysis Methods for the Terminological Structure
of a Subject Area. Automation and remote control. 2014;75(12)2232-2247. https://doi.org/10.1134/S0005117914120133
48. Cervantes E, Gutiérrez PR. Resistir la Covid-19. Intersecciones en la Educación de Ciudad Juárez, México. Revista Internacional De Educación Para La Justicia Social. 2020;9(3):7–23. https://doi.org/10.15366/riejs2020.9.3.001
49. Llorens A, Alarcón J, Brañe J. Alfabetización digital y TIC en la educación secundaria en Chile: Diagnóstico en tiempos de pandemia. Interciencia. 2021;46(4):148-154. https://www.redalyc.org/articulo.oa?id=33967692003
50. Mejía C, Ortega S, Maldonado A, Silva A. Adaptación del cuestionario para el estudio de la competencia digital de estudiantes de educación superior (CDAES) a la población colombiana, Pixel-Bit. Revista De Medios Y Educación. 2023;68:43–85. https://doi.org/10.12795/pixelbit.98765
51. Turcios-Peraza PW, Arguello-Lagos AJ. Competencias digitales: Dimensión Seguridad en docentes de universidad pública de Honduras, un análisis comparativo. Universidad y Sociedad. 2023;15(1):596-603. https://rus.ucf.edu.cu/index.php/rus/article/view/3576
52. Araque-Suárez CL., Araque-Suárez BS. Docencia, práctica educativa y cambios curriculares. Un todo complejo y retador. AiBi Revista de Investigación, Administración e Ingeniería. 2022;10(1):93–99. https://doi.org/10.15649/2346030X.2716
53. Hoyos-Duque JR, Ureña-Villamizar YC, Restrepo-Botero JC, Carruyo-Duran NY, Amaya-Mancilla MA. Gerencia estrategia del docente en periodos de aprendizaje a través de la evaluación formativa: perspectiva de revisión sistemática. AiBi Revista de Investigación, Administración e Ingeniería. 2023;11(2):82–88. https://doi.org/10.15649/2346030X.3115
54. Pacheco-Sánchez CA, Arévalo-Ascanio JG, Navarro-Claro GT. Incidencia del uso de las TIC en los resultados académicos. Mundo FESC. 2020;10(20):143–155. https://doi.org/10.61799/2216-0388.749
55. Cuesta-Quintero B, Duarte-Neira WA. Habilidades de pensamiento computacional en niños y niñas de las escuelas primarias utilizando tecnologías 4.0: un análisis bibliométrico. Revista Ingenio. 2023;20(1):40–45. https://doi.org/10.22463/2011642X.3603
56. Rodríguez-Tenjo JP, Murillo-Rodríguez D, Rodríguez-Tenjo JM, Gallardo-Pérez OA. La educación inclusiva y las tecnologías en las prácticas pedagógicas. Mundo FESC. 2020;10(20):193–201. https://doi.org/10.61799/2216-0388.780
57. Lizcano-Gomez KG, Soto-Céspedes JC, Montes CA, Celis-Méndez JR. Educación Inclusiva. Estado del arte, tendencias investigativas y desafíos desde la Revisión Sistemática de la literatura. AiBi Revista de Investigación, Administración e Ingeniería. 2022;10(3):87–97. https://doi.org/10.15649/2346030X.3071
58. Rodríguez-Súarez AM, Echeverry-Castillo DC. Aprendizaje invertido, una estrategia metodológica para la inclusión de las TIC. Revista Ingenio. 2016;11(1):205–211. https://doi.org/10.22463/2011642X.2112
59. Reyes-Moreno ER, Londoño-Gallego JA, Andrade-Martelo IC, Villar-Vega HF, Castro-Maldonado JJ. ChatGPT en la educación: un enfoque bibliométrico de la integración de sistemas de Chatbots en los procesos educativos. AiBi Revista de Investigación, Administración e Ingeniería. 2023;11(3):143–155. https://doi.org/10.15649/2346030X.3245
60. Ceroni-Callejas MJ. Análisis teórico de la producción científica, desafíos internos y externos de la investigación en universidades. Mundo FESC. 2022;12(S2):102–112. https://doi.org/10.61799/2216-0388.1159
Published
Issue
Section
License
Copyright (c) 2024 Cesar Augusto Hernández Suárez, Juan Diego Hernández Albarracín, Javier Rodríguez Moreno (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
