EDUCOMUNICACIÓN, LA COMPETENCIA MEDIÁTICA EN LA FORMACIÓN UNIVERSITARIA

ÁVILA MELÉNDEZ, LILIA ROSA (2018) EDUCOMUNICACIÓN, LA COMPETENCIA MEDIÁTICA EN LA FORMACIÓN UNIVERSITARIA. Doctorado thesis, Universidad Autónoma de Chihuahua.

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Resumen

We live in a digital era, the use of communication technologies is widespread and ever-present in all human activities and contexts, including educational spaces. People in universities are continually connected through a diversity of mobile devices and assume to be well informed of events happening around them and in distant environments. However, they seldom question the credibility and characteristics of the sources of that information, thus the importance of developing competency with digital media as part of their university education. This doctoral dissertation consists of a design and an implementation of an education proposal. It begins with an exploration of the level of development of competence in digital media in university faculty of the Northern Region of Mexico. The main purpose of this work is to promote media literacy starting from faculty reflecting in their teaching practice. The scaffolding of this proposal was constructed through instructional sequences following the Model for the Development of Academic Competencies (M-DECA for its acronym in Spanish). The research process was documented using a methodology based on the systematization of educational experiences. This procedure offers the space for a collaborative dialogue and joint reflection. The study used a combination of qualitative and quantitative methods. The results show that faculty members recognize an opportunity to promote the development of this competence in digital media. Furthermore, this in turn sparks the development of other teaching competencies. The systematization of experiences contributed to the reconstruction of events by teachers so they could become aware of them. This led to their commitment to improve their actions and teaching practice. This work is founded in a socio-critic stance since we rarely take the time to think, rethink and reflect in our teaching practice and how this reflection can modify and transform our context.

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