Colocando a Competência Digital Cidadã nos Objetivos de Desenvolvimento Sustentável: Um Estudo Empírico na Cidade Autônoma de Ceuta

The Sustainable Development Goals stand as guiding principles of a Society of Information and Knowledge. Specifically, the objective of this study was to know the level of development of digital citizenship competence of teaching professionals trained at the Faculty of Education, Economy and Technology of the University of Granada in Ceuta (Spain). For this purpose, a methodological design of quantitative approach was carried out through an ad hoc questionnaire that has been validated by expert judgment technique. The results obtained from the descriptive analyses, which were subjected to statistical treatment, reveal that future teachers are very skilled in the five areas of the DigComp framework. This optimal level is accentuated in the skills of communication and collaboration, as well as in the creation of digital content. A comparison between graduating classes shows that this group of students is also considered to be particularly competent in the areas of security and digital pedagogy. However, the development of most skills is of common scope, among students and graduates, because of the theoretical and practical training that they have received at the Faculty. Undoubtedly, this is a pending research niche that must be explored from a multi, inter and transdisciplinary perspective.Los Objetivos de Desarrollo Sostenible (ods) se erigen como principios rectores de la Sociedad de la Información y del Conocimiento. En concreto, el objetivo general de este estudio fue conocer el nivel de desarrollo de la competencia digital ciudadana de los profesionales de la enseñanza que se forman en la Facultad de Educación, Economía y Tecnología de Ceuta de la Universidad de Granada, España. Para ello, se llevó a cabo un diseño metodológico de enfoque cuantitativo a través de un cuestionario ad hoc que ha sido validado mediante la técnica de juicio de expertos. Los resultados obtenidos de los análisis descriptivos, que fueron sometidos bajo tratamiento estadístico, revelan que los docentes en formación se muestran muy hábiles para las destrezas de las cinco áreas del marco del DigComp. Este óptimo nivel se acentúa en las pericias de la comunicación y la colaboración, así como de creación de contenidos digitales. Tras una comparativa entre promociones, se comprueba que este grupo de universitarios también se considera especialmente competente en materia de la seguridad y la pedagogía digital. No obstante, el desarrollo de la mayoría de las destrezas es de alcance común, entre estudiantes y egresados, a raíz de la formación teórico-práctica que han recibido en la Facultad. Sin duda, se trata de un nicho de investigación pendiente por explorar que debe ser abordado desde la multi, inter y transdisciplinariedad.Os Objetivos de Desenvolvimento Sustentável (ODS) são os princípios orientadores da Sociedade da Informação e do Conhecimento. Especificamente, o objetivo geral deste estudo foi determinar o nível de desenvolvimento de competências em cidadania digital entre profissionais docentes formados na Faculdade de Educação, Economia e Tecnologia de Ceuta, Universidade de Granada, Espanha. Para tanto, foi implementado um delineamento metodológico quantitativo utilizando um questionário ad hoc, validado por meio de julgamento de especialistas. Os resultados obtidos a partir das análises descritivas, submetidas a análise estatística, revelam que os futuros professores são altamente qualificados nas cinco áreas do framework DigComp. Esse nível ótimo é enfatizado em suas habilidades de comunicação e colaboração, bem como na criação de conteúdo digital. Após a comparação das turmas, constatou-se que esse grupo de estudantes universitários também se considera particularmente competente em segurança digital e pedagogia. No entanto, o desenvolvimento da maioria dessas competências é compartilhado por estudantes e graduados, como resultado da formação teórica e prática que receberam na Faculdade. Sem dúvida, este é um nicho de pesquisa ainda a ser explorado e deve ser abordado sob uma perspectiva multi, inter e transdisciplinar

Digital Ethics Competency of Student Teachers

The purpose of this study was to analyze digital competencies of student teachers in Early Childhood Education and Primary Education of the Faculty of Education, Economy and Technology of Ceuta of the University of Granada. Specifically, we investigated the degree of competence in digital ethics that future teachers acquire, develop and/or enhance throughout their university training process. To achieve this purpose, we utilized a specifically designed and tested questionnaire, entitled "Questionnaire of Digital Competences for Citizenship with support in Ethics (QDCCE)", for which we calculated its psychometric properties. Results reveal that future male teachers are highly competent in the area of security, while future female teachers are compentent information and data literacy. Additionally, both male and female student teachers demonstrated techno-pedagogical and social inclusion skills. The degree of performance is also influenced by the socio-economic diversity of the student teachers. Student teachers with medium-high socio-economic status are more skilled in information and data literacy, while those with medium-low socioeconomic status excel in communication, collaboration, and problem solving skills

Digital Security in Educational Training Programs: A Study based on Future Teachers’ Perceptions

Our thanks go to all the future teachers at the University of Granada (Campus Ceuta, Spain) who selflessly participated in this study by responding to the questionnaire.A key aspect of future teacher training in this highly digitalized period of education requires a specific focus on digital skills, especially in the area of security. This study delves into this issue by means of a quantitative, theoretical and systematic review of future teachers currently in training at the Faculty of Education, Economy and Technology of Ceuta of the University of Granada (Spain). The specific intention is to determine their perception of the instruction they receive on digital matters, concretely on cybersecurity during their phase of pre-service. To carry out the project, the study resorted to a descriptive method by submitting the participants to a specifically designed questionnaire entitled “Digital Security Competence Required for Teachers”. Examinations of the psychometric properties of the questionnaire reveal its relevance and reliability. The intention, after applying descriptive and inferential statistics tests, was to determine whether students in pre-service training really feel competent on digital matters or if they feel need more theoretical-practical training, especially in the area of security. The general findings reveal that future female teachers pursuing a university degree in Early Childhood Education, although competent from the techno-pedagogical viewpoint, indicate that attaining a high level of competence in digital security requires more theoretical and practical training. Future male Primary Education teachers, by contrast, perceive themselves as competent in digital security. This perhaps stems from their training (courses and workshops) in Information and Communication Technologies (ICT) and the theoretical and practical instruction they received at the university during courses or during a practicum. This aspect deserves further research because, as highlighted elsewhere, higher education institutions must prioritize instruction on digital security in their teacher programs.Plan of Initiation to Research accorded by the Vice President of Research and Transfer of the University of Granad

Situar la competencia digital ciudadana en los Objetivos de Desarrollo Sostenible: Estudio empírico en la Ciudad Autónoma de Ceuta

The Sustainable Development Goals stand as guiding principles of a Society of Information and Knowledge. Specifically, the objective of this study was to know the level of development of digital citizenship competence of teaching professionals trained at the Faculty of Education, Economy and Technology of the University of Granada in Ceuta (Spain). For this purpose, a methodological design of quantitative approach was carried out through an ad hoc questionnaire that has been validated by expert judgment technique. The results obtained from the descriptive analyses, which were subjected to statistical treatment, reveal that future teachers are very skilled in the five areas of the DigComp framework. This optimal level is accentuated in the skills of communication and collaboration, as well as in the creation of digital content. A comparison between graduating classes shows that this group of students is also considered to be particularly competent in the areas of security and digital pedagogy. However, the development of most skills is of common scope, among students and graduates, because of the theoretical and practical training that they have received at the Faculty. Undoubtedly, this is a pending research niche that must be explored from a multi, inter and transdisciplinary perspective.Los Objetivos de Desarrollo Sostenible (ods) se erigen como principios rectores de la Sociedad de la Información y del Conocimiento. En concreto, el objetivo general de este estudio fue conocer el nivel de desarrollo de la competencia digital ciudadana de los profesionales de la enseñanza que se forman en la Facultad de Educación, Economía y Tecnología de Ceuta de la Universidad de Granada, España. Para ello, se llevó a cabo un diseño metodológico de enfoque cuantitativo a través de un cuestionario ad hoc que ha sido validado mediante la técnica de juicio de expertos. Los resultados obtenidos de los análisis descriptivos, que fueron sometidos bajo tratamiento estadístico, revelan que los docentes en formación se muestran muy hábiles para las destrezas de las cinco áreas del marco del DigComp. Este óptimo nivel se acentúa en las pericias de la comunicación y la colaboración, así como de creación de contenidos digitales. Tras una comparativa entre promociones, se comprueba que este grupo de universitarios también se considera especialmente competente en materia de la seguridad y la pedagogía digital. No obstante, el desarrollo de la mayoría de las destrezas es de alcance común, entre estudiantes y egresados, a raíz de la formación teórico-práctica que han recibido en la Facultad. Sin duda, se trata de un nicho de investigación pendiente por explorar que debe ser abordado desde la multi, inter y transdisciplinariedad

Changes in concentrations of haemostatic and inflammatory biomarkers in synovial fluid after intra-articular injection of lipopolysaccharide in horses

Abstract Background Septic arthritis is a common and potentially devastating disease characterized by severe intra-articular (IA) inflammation and fibrin deposition. Research into equine joint pathologies has focused on inflammation, but recent research in humans suggests that both haemostatic and inflammatory pathways are activated in the joint compartment in arthritic conditions. The aim of this study was to characterize the IA haemostatic and inflammatory responses in horses with experimental lipopolysaccharide (LPS)-induced joint inflammation. Inflammation was induced by IA injection of LPS into one antebrachiocarpal joint of six horses. Horses were evaluated clinically with subjective grading of lameness, and blood and synovial fluid (SF) samples were collected at post injection hours (PIH) -120, −96, −24, 0, 2, 4, 8, 16, 24, 36, 48, 72 and 144. Total protein (TP), white blood cell counts (WBC), serum amyloid A (SAA), haptoglobin, iron, fibrinogen, thrombin-antithrombin (TAT) and d-dimer concentrations were assessed in blood and SF. Results Intra-articular injection of LPS caused local and systemic signs of inflammation including increased rectal temperature, lameness and increased joint circumference and skin temperature. Most of the biomarkers (TP, WBC, haptoglobin, fibrinogen and TAT) measured in SF increased quickly after LPS injection (at PIH 2–4), whereas SAA and d-dimer levels increased more slowly (at PIH 16 and 144, respectively). SF iron concentrations did not change statistically significantly. Blood WBC, SAA, haptoglobin and fibrinogen increased and iron decreased significantly in response to the IA LPS injection, while TAT and d-dimer concentrations did not change. Repeated pre-injection arthrocenteses caused significant changes in SF concentrations of TP, WBC and haptoglobin. Conclusion Similar to inflammatory joint disease in humans, joint inflammation in horses was accompanied by an IA haemostatic response with changes in fibrinogen, TAT and d-dimer concentrations. Inflammatory and haemostatic responses were induced simultaneously and may likely interact. Further studies of interactions between the two responses are needed for a better understanding of pathogenesis of joint disease in horses. Knowledge of effects of repeated arthrocenteses on levels of SF biomarkers may be of value when markers are used for diagnostic purposes