Citizen Digital Literacy for Developing Competencies in the Cuban Educational Context
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Abstract
Digital transformation in the socio-educational sector is necessary for teachers, students, and families. That is why it is essential for them to develop their digital competences, so that they can access the educational services that are available to them. In this context, citizen digital literacy must be a priority and must promote technological, didactic, and techno-pedagogical knowledge, which serve to establish a digital culture that allows them to function in any environment. The objective of this article is to outline actions that contextualize the new teaching-learning trends that are aimed at improving classroom, institutional or territorial processes, for the digital literacy of teachers. Theoretical methods were used, such as the historical-logical, the analytical-synthetic, and the systemic-structural. In addition, empirical methods were included, such as interviews, surveys, and observation of teachers working at the General Directorate of Education in Havana. The actions were validated in two stages: first, diagnosis and awareness; second, practical intervention. From a socio-educational perspective, it is necessary to incorporate elements to contextualize educational institutions, because they are the place from which the literacy variants that nourish the development of digital competences of teachers, students, and the community are projected. These competences will be directly reflected in the digital culture of individuals and will enable their interaction with the different digital educational services.
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