ICT training in Spanish non-formal education: a revolution in the making

ABSTRACT

The socio-educational actions implemented by different professionals are mainly developed in the non-formal education field, being their adaptation to the knowledge society a common challenge. The adaptation to the implementation of ICT requires training. This paper analyzes the training received and demanded in ICT by social educators, as well as the relationship between the training received and the use of technologies. A mixed sequential explanatory methodological approach is applied. In the first (quantitative) phase, the EdSocEval_V2 questionnaire was applied to a sample of 504 professionals from the 17 regions of Spain. In the second (qualitative) phase, four online discussion groups were carried out. The results show a scarce training in ICT, as well as a demand for practical training adapted to the groups with which they work. The results show a lack of coordination elements in the training offer. Adequate training is considered necessary for the different starting levels of digital competence, in a coordinated and continuous manner. ICTs are an essential work tool and professionals are a dynamic element against the digital divide and exclusion. Those who work with people who are at risk of exclusion should be adequately trained to avoid the broadening of such divide.

RESUMEN

Los profesionales de la acción socioeducativa desarrollan su principal actividad en el entorno de la educación no formal y su adaptación a la sociedad del conocimiento supone un reto común. La obligada adecuación al uso de las TIC requiere formación. En el trabajo se analiza la formación recibida y demandada en TIC por los profesionales de la educación social, así como la relación entre la formación recibida y el uso de las tecnologías. Se aplica un enfoque metodológico mixto secuencial explicativo. En la primera fase (cuantitativa), se aplica el cuestionario EdSocEval_V2 a una muestra de 504 profesionales. En la segunda (cualitativa) se llevan a cabo cuatro grupos de discusión online. Los resultados muestran escasa formación en TIC y una demanda de formación práctica adaptada a los colectivos. Se evidencia una carencia de elementos de coordinación de la oferta formativa. Se considera necesaria una formación adecuada a los diferentes niveles de partida de la competencia digital, coordinada y continua. Las TIC son una imprescindible herramienta de trabajo y los profesionales un elemento dinamizador contra la brecha y la exclusión digital. Quienes trabajan con personas en riesgo de exclusion deben estar adecuadamente formados o la brecha será cada vez mayor.

KEYWORDS:

• ICT
• non-formal education
• professional training
• social education

PALABRAS CLAVE:

• educación no formal
• educación social
• TIC
• formación de profesionales

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Alejandro Martínez-Pérez

Alejandro Martínez-Pérez. PhD in Education Sciences. University Degree in Pedagogy and Bachelor's Degree in Social Education. Master's Degree in ICT and Education. He is a member of the research group ‘Education, Inclusion and Technology’(EDINTEC). Part-time professor at University of Burgos. Research Gate: https://www.researchgate.net/profile/Alejandro-Martinez-Perez, Google Scholar: https://scholar.google.com/citations?user=icIBwKEAAAAJ, Research UBU: https://investigacion.ubu.es/investigadores/35338/detalle

Fernando Lezcano-Barbero

Fernando Lezcano-Barbero. PhD in Education Sciences. He develops research in the field of social education focused on disadvantaged social groups. He is a member of the research group ‘Education, Inclusion and Technology’(EDINTEC). Senior Lecturer in the Department of Education at University of Burgos. Research Gate: https://www.researchgate.net/profile/Fernando-Lezcano-Barbero, Google Scholar: https://scholar.google.com/citations?user=_8KUeYMAAAAJ, Research UBU: https://investigacion.ubu.es/investigadores/35286/detalle

Raquel Casado-Muñoz

Raquel Casado-Muñoz. PhD in Education Sciences. University Degree in Education Sciences. She has participated as principal investigator and collaborator in different regional, national, and European projects. She is coordinator of the research group ‘Education, Inclusion and Technology’. Senior Lecturer in the Department of Education at University of Burgos. Research Gate: https://www.researchgate.net/profile/Raquel-Munoz-5, Google Scholar: https://scholar.google.com/citations?user=smj9_4AAAAAJ, Research UBU: https://investigacion.ubu.es/investigadores/35056/detalle

Rebeca Zabaleta-González

Rebeca Zabaleta-González. PhD in Education Sciences. University Degree in Pedagogy. Masteŕs Degree in Education and Inclusion. Member of the research group ‘Education, Inclusion and Technology’. Postdoctoral researcher at the University of Burgos. Research Gate: https://www.researchgate.net/profile/Rebeca-Zabaleta, Google Scholar: https://scholar.google.com/citations?user=TOIEW_MAAAAJ, Research UBU: https://investigacion.ubu.es/investigadores/69525/detalle