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 Tema: Competències digitals, alfabetització informacional

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Objectius

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Trobar informació pertinent, de nivell acadèmic, d'actualitat i en l'àmbit espanyol i català. He volgut escollir documents de màxima actualitat perquè la rapidesa de l'evolució i dels canvis tecnològics i informacionals en l'actual societat de la informació provoquen que els paradigmes socials i reptes dels professionals varïn en paral·lel. Per tant, he descartat documents anteriors a 2010. També he restringit l'àmbit geogràfic al meu entorn, ja que la qüestió pot ser bastant variable segons diferents societats i regions.

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Per assegurar la validesa de la informació decideixo acotar la recerca a fonts d'àmbit acadèmic, universitari i professional.

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Faig una llista dels termes i vocabulari, amb sinònims o termes afins.

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Estratègia i eines

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En aquest cas, com que tenia molt acotat l'objectiu de la cerca, he utilitzat el motor Google en la configuració avançada. He pogut utilitzar sinònims i diferents termes a les diferents categories d'interrogació,  així com també acotar l'idioma, la regió i també l'opció de filtratge de llicència, seleccionant de llicència lliure.

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Entre els deu primers resultats ha aparegut el directori recercat. M'ha semblat molt idoni entrar i utilitzar aquest directori per buscar més articles, ja que és un repositori de les diferents universitats catalanes, per tant de validesa contrastada.

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Idoneïtat

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M'ha semblat idoni no només per la pertinença a la temàtica de cerca sino també com a bon complement amb l'altre ítem. La qüestió de l'alfabetització informacional té un vessant eminentment pràctica, d'aplicació a la societat i nou repte per als professionals, per tant, he trobat especialment idoni aquest treball de final de carrera que analitza l'estat de les competències digitals en un sector tant important pel futur de qualsevol societat com és l'ensenyament als primers anys de l'escolarització.

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Alba Suñé

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", "tags": [], "relations": {}, "dateAdded": "2015-10-15T22:39:17Z", "dateModified": "2015-10-15T23:05:15Z" } }, { "key": "4DJS2FGW", "version": 77, "library": { "type": "group", "id": 410324, "name": "ctic_inf_doc_1r_15-16", "links": { "alternate": { "href": "https://www.zotero.org/groups/ctic_inf_doc_1r_15-16", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/410324/items/4DJS2FGW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ctic_inf_doc_1r_15-16/items/4DJS2FGW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/410324/items/P23XHJJJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2677233, "username": "albasune", "name": "Alba Suñé", "links": { "alternate": { "href": "https://www.zotero.org/albasune", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "4DJS2FGW", "version": 77, "parentItem": "P23XHJJJ", "itemType": "note", "note": "

 

\n

Tema: Competències digitals, alfabetització informacional

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\n

 Objectius de la cerca:

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Trobar informació pertinent, de nivell acadèmic, d'actualitat i en l'àmbit espanyol i català. He volgut escollir documents de màxima actualitat perquè la rapidesa de l'evolució i dels canvis tecnològics i informacionals en l'actual societat de la informació provoquen que els paradigmes socials i reptes dels professionals varïn en paral·lel. Per tant, he descartat documents anteriors a 2010. També he restringit l'àmbit geogràfic al meu entorn, ja que la qüestió pot ser bastant variable segons diferents societats i regions.

\n

Per assegurar la validesa de la informació decideixo acotar la recerca a fonts d'àmbit acadèmic, universitari i professional.

\n

 Estratègia i eines

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 He combinat diferents processos. En una primera cerca he triat fer-la  a través del cercador especialitzat Dialnet, ja que el tema és prou específic i precís. Dins d'aquest cercador he realitzat la interrogació utilitzant diferents termes que m'interessaven, amb la separació \"OR\", ja que o uns o altres o tots eren pertinents al tema.També he pogut utilitzar l'eina que ofereix la pàgina per ordenar resultats, per rellevància o data de publicació.

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Idoneïtat

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He seleccionat el recurs perque ofereix una reflexió molt actual (2015), general i pràctica sobre l'estat de la qüestió i els nous reptes que suposa.

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Alba Suñé

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exemple d'àmbit on s'usen dades de caràcter massiu

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En aquest cas, aquesta pàgina web ha estat obtinguda a partir d'una cerca ràpida a Google, el motor de cerca més implantat i amb el que em sento més familiaritzat. Per una primera aproximació al concepte, aquest tipus de cerca és adequada perquè ens proveeix de continguts útils que cal tenir en compte. A partir d'aquí, al fer una primera cerca, introduint \"sobre big data\" al buscador, he optat per un dels suggeriments que m'ha ofert el cercador que m'ha semblat oportú (splunk big data). D'aquesta manera he acotat l'objectiu de la cerca.

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Walter Uribe

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Ens trobem davant d'un article publicat a \"La Vanguardia\". Per arribar fins a ell, he acudit a l'hemeroteca pública digital que el mateix diari ofereix, on es poden llegir els articles publicats al llarg de la seva història.

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A partir d'un cercador on es poden fer les consultes pertinents, he introduït el concepte \"Big Data\" i, gràcies als resultats obtinguts, he pogut accedir a aquest article que serveix per apropar-se a l'immens món que suposa aquest fenomen.

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Walter Uribe

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En aquest context, basat en la societat de la informació, l’escola també ha patit canvis important per tal d’adaptar-se a la nova era digital, introduint les tecnologies de la informació i la comunicació a les aules amb l’objectiu d’ajudar als infants a desenvolupar l’alfabetització digital. D’aquesta manera els nens i les nenes adquiriran habilitats, coneixements, capacitat i actituds necessàries per poder adaptar-se a la societat de la informació.\nEn el següent treball es pretén investigar en quin nivell de la competència digital es troben els alumnes de primària seguint les pautes que marca el Currículum, especialment el document de Competències bàsiques de l’àmbit digital. La recerca s’ha dut a terme en centres d’educació primària del Ripollès i l’estudi es basa en l’alumnat. Per altra banda, el treball presenta una petita recerca sobre les condicions que emmarquen els docents per tal de fer possible l’adquisició de competències de bàsiques de l’àmbit digital en l’alumnat, seguint les premisses ISTE dels Estàndards Nacionals (EEUU) de tecnologies de la informació i comunicació per a docents.\nLes conclusions a trets generals indiquen que el nivell de les competències bàsiques de l’àmbit digital de l’alumnat d’educació primària del Ripollès es situa en un nivell satisfactori, en canvi respecte les condicions dels docents caldria un grau de millora. En aquest marc doncs, algunes possibles preguntes que es poden plantejar envers aquest tema són les següents: quines activitats s’han de dur a terme perquè els alumnes de primària tinguin un excel·lent nivell de competències bàsiques en l’àmbit digital? Quines condicions han de tenir els docents per millorar el desenvolupament d’aquesta competència en l’alumnat? 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definició i conceptes generals de dades massives

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Aquest vídeo segueix exactament els criteris comentats en el document (\"Competències digitals_ primària\") que he pujat anteriorment al Zotero. Aquesta vegada he volgut canviar el format per fer-ho més amè i poguessim veure l'evolució de l'educació des del segle XIX al segle XXI per copsar la necessitat d'alfabetitzar digitalment la població actual.

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Tema: Competències digitals: formació i alfabetització.

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Criteris de Selecció:

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                Format: pdf

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                Credibilitat i rigurositat: document fiable perquè ha estat elaborat pel Departament d'Educació de la Generalitat de Catalunya

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                 Seguretat: llicència Creative Commons

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                 Eficiència: Ens demanen quines han de ser les competències digitals dels usuaris. Actualment aquestes competències han de ser treballades des de l'escola primària per continuar avançant al llarg de l'escolaritat fins arribar a l'àmbit laboral. Per aquest motiu aquest document és eficient. Podrem llegir quins són els àmbits que s'han de treballar i quina serà la metodologia a seguir.

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                 Navegador: Mozila Firefox (perquè ja el conec, perquè és més ràpid i més segur que l'Internet Explorer...)

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Estratègies de cerca: utilitzant termes molts generals al principi i més concrets i relacionats amb el món de l'educació posteriorment.

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Eines de cerca: Per la escassa formació que tinc en el món de les TIC he anat experimentant amb cercadors genèrics (Google, Lycos, Yahoo...) per després buscar en cercadors més especialitzats (Education Wold, Mediatico, Dialnet, Google Academy, Google blog Search)

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Tipus de cerca: aproximada

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Tècnica d'interrogació: He definit clarament el que buscava a través de termes concrets, incloent-hi sinònims, paraules relacionades i fins i tot afegint el nom de la institució del Departament d'Educació. Pel poc domini de l'anglès buscava sempre en cercadors que em poguessin donar la informació en castellà o català.

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Rosa Bonachera

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rbonachera@uoc.edu

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