Andrea Bueno-Baquero

Technology plays a key role in the educational transition from primary to secondary school. This longitudinal study analyses the evolution of students' digital competence during this period. A mixed methodological design was followed in three phases: diagnosis and intervention in sixth grade of primary education (pre- and post-intervention application of a questionnaire to assess students' digital competence) and follow-up of students in their transition to secondary education (re-application of the digital competence questionnaire and an educational transition questionnaire, administered in the classroom using focus group dynamics). The results show that the difference between stages does not lie in the number of digital tools used, but in their cognitive function. In primary education, their use is mainly linked to teacher-guided activities aimed at motivation, practice and understanding of specific content. In secondary education, it is aimed towards learning management, including information search, project work, use of virtual platforms and content production. Students move from performing digital tasks to managing a digital learning environment. This transformation explains part of the perceived difficulty in adapting to the secondary stage and suggests the need for explicit work on digital competence during the transition between stages. It is concluded that technological literacy should be approached as a pedagogical progression, starting from guided use.

Para comprender cómo viven los preadolescentes la transición de primaria a secundaria es necesario situarse en la perspectiva del alumnado como actor social protagonista. En la investigación que presenta este artículo nos hemos parado a escuchar al alumnado antes y durante su transición al Instituto para conocer mejor aquellos aspectos que, desde sus propias vivencias, facilitan o dificultan el paso por esta importante etapa educativa. Desde una mirada preocupada por evitar el sesgo del investigador adulto, se despliega una metodología cualitativa y reflexiva que pone a prueba estrategias de trabajo de campo y diseño de técnicas e instrumentos adecuados a la participación abierta del alumnado. En la investigación participaron 72 estudiantes seguidos en dos momentos puntuales de la transición: la fase preparatoria y de culminación de primaria (Curso 2020-21) y la fase de incorporación y acomodación a la secundaria (Curso 2021-22). La información analizada se ha centrado en los aspectos más recurrentes de los relatos originales del alumnado que han desvelado importantes aspectos: la transición no siempre es vivida como una experiencia negativa, es parte, del proceso educativo transformando con ello el imaginario (adulto) del miedo al cambio en una vivencia esperanzada de apertura y maduración temprana.

The present study analyses the effect of an educational program on the digital competence (DC) level of 126 sixth-grade students from three schools in a mid-sized urban area of Spain, based on the DigComp framework, which defines five areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. A validated questionnaire was applied to analyse the students’ DC level before and after the educational program. Findings reveal improvements in all DC areas, except area 5. The gender variable was analysed, revealing that female students outperformed male students after the program developed. Results suggest that more educational initiatives and further research are necessary to train students in digital literacy and to study the factors contributing to gender differences. In this context, this work provides practitioners with a set of open-access resources, experimentally validated for their effectiveness in enhancing students’ DC.

La finalidad de este documento es presentar las principales características, los resultados y conclusiones del diagnóstico regional sobre la CD del alumnado de 6º de Educación Primaria y 1º de Educación Secundaria en Castilla-La Mancha, así como dar a conocer una propuesta educativa de formación en CD para el alumnado de ambas etapas. Este trabajo se ha desarrollado al amparo del convenio de colaboración entre la Consejería de Educación, Cultura y Deportes de la Junta de Comunidades de Castilla-La Mancha y la Universidad de Castilla-La Mancha, a través del estudio “Evaluación del papel de la competencia digital en la transición de Educación Primaria a Secundaria”. En el acceso y recogida de información cabe subrayar la intensa colaboración del servicio de Dinamización de la Transformación Digital de la Consejería de Educación, Cultura y Deportes, dentro del Plan Digital EduCLM de la Junta de Comunidades de Castilla-La Mancha.

The integration of computational thinking (CT) in mathematics education is increasingly important due to its intersections with mathematical thinking and its role in the 21st century. Recent years have seen a growing interest in the use of innovative tools to enhance mathematics education, including the exploration of gamification techniques to improve student engagement. While previous research suggests that the inclusion of CT activities at an early age can positively impact students’ motivation and CT skills, the potential benefits of incorporating gamification techniques into CT instruction remain unexplored. In this study, we investigated the impact of shallow and deep gamification techniques on the CT skills and the intrinsic and extrinsic motivation of second-grade students in a blended teaching sequence that combined both unplugged and plugged CT activities. A quasi-experimental design was used with a control group and an experimental group. The findings suggest that both shallow and deep gamification techniques can be effective in improving CT skills in young students, but deep gamification may have a stronger impact on motivation. These results contribute to the growing body of literature on the integration of gamification techniques in CT instruction.

The transition from Primary to Secondary Education is a critical moment for students, as this period between educational stages implies for some of them the beginning of a process that can lead to school failure. The outcomes of this transition process will depend, among other factors, on teachers´ perceptions, attitudes and actions. This paper aims to identify and analyze the factors that, from the teachers´ perspective, can facilitate or hinder the transition process from Primary to Secondary Education. The methodology used is based on a qualitative approach, developed through focus groups and interviews with tutors of the first year of Obligatory Secondary Education, headmasters, management teams and high school counselors. Data and opinion analysis expose the most significant elements in the transition process. School organization and school culture emerge as key aspects, since most of the teachers identify factors belonging to those areas. In line with other studies, communication between schools, students and families as well as tutoring arise as essential aspects in the transition process from Primary to Secondary Education. Finally, this study will underscore the importance of knowing these factors to improve the process. El periodo de transición de Educación primaria a secundaria se configura como un momento crítico para el alumnado, ya que en ocasiones supone el inicio de un proceso que puede conducir al fracaso escolar. De las percepciones, actitudes y actuaciones del profesorado, entre otros factores, dependerá el desarrollo de ese proceso. El presente artículo tiene como objetivo identificar y analizarlos factores que, desde el punto de vista de los/as docentes, facilitan y dificultan la transición de primaria a secundaria. La metodología utilizada, basada en un enfoque predominantemente cualitativo, a través de grupos de discusión y entrevistas con tutores/as de 1º de ESO, equipos directivos y orientadores/as de Centros de Educación Secundaria, ha permitido detectar y profundizar en los elementos clave del proceso. La organización escolar y la cultura escolar aparecen como aspectos claves, situándose en esos ámbitos la mayoría de los factores señalados por los/as docentes. En línea con otros estudios, se mostrará la importancia de la comunicación entre centros educativos-alumnado-familias y el papel esencial de la tutoría en la transición. Se concluirá incidiendo en la relevancia de conocer e intervenir sobre los factores que pueden contribuir a la mejora del proceso.