This paper seeks to describe and analyze the role of professionals in the field of education as one of the main agents who contribute to the socio-labor inclusion of youth with Intellectual Functional Diversity (IFD). Based on the complementarity of the quantitative and qualitative methods, we have delved into the significance of providing quality training to advisors and faculty, one which will enable them to foster the development of personal, social and labor skills and competencies in youth with IFD, so they can access employment and adulthood in an easier manner. Additionally, we have highlighted the significance of training these professionals in innovative methodologies to respond to their students’ diversity and promote the transferability of their learning to new contexts. To conclude, we have been aware of these professionals’ great commitment despite the lack of sufficien...

This paper seeks to describe and analyze the role of professionals in the field of education as one of the main agents who contribute to the socio-labor inclusion of youth with Intellectual Functional Diversity (IFD). Based on the complementarity of the quantitative and qualitative methods, we have delved into the significance of providing quality training to advisors and faculty, one which will enable them to foster the development of personal, social and labor skills and competencies in youth with IFD, so they can access employment and adulthood in an easier manner. Additionally, we have highlighted the significance of training these professionals in innovative methodologies to respond to their students’ diversity and promote the transferability of their learning to new contexts. To conclude, we have been aware of these professionals’ great commitment despite the lack of sufficien...

This paper seeks to describe and analyze the role of professionals in the field of education as one of the main agents who contribute to the socio-labor inclusion of youth with Intellectual Functional Diversity (IFD). Based on the complementarity of the quantitative and qualitative methods, we have delved into the significance of providing quality training to advisors and faculty, one which will enable them to foster the development of personal, social and labor skills and competencies in youth with IFD, so they can access employment and adulthood in an easier manner. Additionally, we have highlighted the significance of training these professionals in innovative methodologies to respond to their students’ diversity and promote the transferability of their learning to new contexts. To conclude, we have been aware of these professionals’ great commitment despite the lack of sufficien...

Big Data is a reality that is gradually being incorporated and strongly in all fields of society, including in Education, although late. The objective of this study is to descriptively analyze the general perspective that a sample of 104 university students of Education of Peru has on the Big Data applied to Education. The participating sample was non-probabilistic incidentally. A survey study was conducted, using the VABIDAE scale to collect the data. A psychometric study of the scale was done with the collected data, as well as a descriptive statistical analysis. The results show a positive perception of the participants before Big Data as well as an obvious predisposition to use Big Data services in their professional practice as a source of information. It also highlights the absence of a gender gap. Finally, its possible impact on teacher training is discussed.

El Big Data es una realidad que se está incorporando de forma paulatina y con fuerza en todos los campos de la sociedad, entre ellos en Educación, aunque de forma tardía. El objetivo de este estudio es analizar descriptivamente la perspectiva general que sobre el Big Data aplicado a la Educación tiene una muestra de 104 estudiantes universitarios del norte del Perú. La muestra participante fue no probabilística de carácter incidental. Se llevó a cabo un estudio de encuesta, utilizando la escala VABIDAE para recoger los datos. Se hizo un estudio psicométrico de la escala con los datos recogidos, así como un análisis estadístico descriptivo. Los resultados muestran una percepción positiva de los participantes ante el Big Data así como una predisposición evidente a utilizar los servicios de Big Data en su ejercicio profesional como fuente de información. Igualmente, destaca ...

El presente artículo describe una experiencia universitaria cuyos objetivos fueron (a) delimitar las competencias digitales que poseen los docentes, (b) señalar cómo utilizan las Tecnologías de la Información y la Comunicación (TIC) y (c) conocer sus percepciones sobre la importancia de favorecer este tipo de competencias en el alumnado. A través del cuestionario CODIPES se evaluó a un total de 53 profesores de Ciencias Sociales y Jurídicas de la Universidad de Málaga, del curso académico 2016/2017. De las conclusiones extraídas de dicho estudio, destacamos la importancia reconocida a las TIC en la docencia y su consideración como tal en los procesos de enseñanza – aprendizaje, indicándose diversos factores que influyen en el uso de las mismas, tales como la falta de tiempo o de recursos, las propias concepciones o la falta de formación.

This article describes a university experience whose objectives were (a) to define the digital competences of professors, (b) to state how they use Information and Communications Technology (ITC), and (c) to know their perceptions on the importance of facilitating this type of competences in the students. Through the CODIPES questionnaire, a total of 53 professors from the Social and Legal Sciences area of the University of Malaga (2016/2017 academic year) were assessed. Among the conclusions obtained from this study, we underscore the importance given to ICTs in training and their consideration as such in the teaching and learning processes, pointing out several factors that have a bearing on their use, such as lack of time or resources, the individual's ideas, or lack of information.

This article describes a university experience whose objectives were (a) to define the digital competences of professors, (b) to state how they use Information and Communications Technology (ITC), and (c) to know their perceptions on the importance of facilitating this type of competences in the students. Through the CODIPES questionnaire, a total of 53 professors from the Social and Legal Sciences area of the University of Malaga (2016/2017 academic year) were assessed. Among the conclusions obtained from this study, we underscore the importance given to ICTs in training and their consideration as such in the teaching and learning processes, pointing out several factors that have a bearing on their use, such as lack of time or resources, the individual's ideas, or lack of information.