<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-8064</journal-id>
<journal-title><![CDATA[Entreciencias: diálogos en la sociedad del conocimiento]]></journal-title>
<abbrev-journal-title><![CDATA[Entreciencias: diálogos soc. conoc.]]></abbrev-journal-title>
<issn>2007-8064</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Escuela Nacional de Estudios Superiores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-80642024000100212</article-id>
<article-id pub-id-type="doi">10.22201/enesl.20078064e.2024.26.88380</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación de un instrumento para medir competencias digitales en educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of an Instrument to Measure Digital Skills in Elementary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Betancourt]]></surname>
<given-names><![CDATA[Noé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Noriega]]></surname>
<given-names><![CDATA[José Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sainz Palafox]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Normal del Estado de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Popular Autónoma del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>12</volume>
<numero>26</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-80642024000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-80642024000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-80642024000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo:  Adaptar el instrumento para medir las competencias digitales originalmente propuesto por Carrera (2011), mediante una revisión y valoración teórica de los constructos que integran la escala de medida, denominada validación aparente y evaluar la validez de constructo de la herramienta en una población de estudiantes de sexto grado de educación primaria.  Diseño Metodológico:  Se realizó un estudio mixto con dos fases, primero se llevó a cabo un análisis de validez aparente para la definición del contenido y el ajuste semántico y sintáctico de las preguntas, seguido de una evaluación de la validez de constructo mediante análisis factorial exploratorio (AFE), utilizando como método de extracción ejes principales con rotación oblicua. La confiabilidad se determinó mediante el coeficiente Alfa de Cronbach. En total, participaron 310 alumnos de 11 escuelas públicas.  Resultados:  Se presenta un instrumento compuesto por 38 reactivos, divididos en ocho subdimensiones relacionadas con la apropiación de competencias digitales. La prueba KMO se encuentra en un rango de .62 a .86, la varianza total explicada en un rango de 38.17 % a 57.78 %, y las cargas factoriales son mayores a .30 en todos los factores. El índice alfa de Cronbach fue de .61 a .85.  Limitaciones de la investigación:  La longevidad y vigencia de esta herramienta deben ser revisadas constantemente, el autorreporte como método de recolección de datos debe complementarse con otras técnicas.  Hallazgos:  Los resultados muestran que cinco de las dimensiones obtuvieron puntuaciones excelentes, respaldando la validez de la estructura factorial en esas dimensiones. Los análisis ofrecen una herramienta robusta y adecuada para la evaluación de las competencias digitales en niños de sexto grado de educación básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Purpose: To adapt an instrument for measuring the digital skills originally proposed by Carrera (2011) through a theoretical review and evaluation of the constructs that comprise a measurement scale known as face validity, and to assess the construct validity of the instrument through an elementary school&#8217;s sixth-grade population.  Methodological design:  A two-phased mixed-methods study was applied to a population of 310 students from 11 public schools. First, an analysis of face validity was conducted to define the content and adjust the semantic and syntactic aspects of the questions, followed by an evaluation of construct validity through exploratory factor analysis (EFA) using main axes with oblique rotation as the extraction method. Reliability was determined using Cronbach's Alpha Coefficient.  Results:  A 38-item instrument divided into eight subdimensions related to the appropriation of digital skills is presented. The KMO test ranges from .62 to .86, the total explained variance ranges from 38.17% to 57.78%, and factor loadings are greater than .30 in all factors. Cronbach's Alpha index ranged from .61 to .85.  Research Limitations:  The instrument&#8217;s longevity and validity must be continuously monitored. Additionally, self-reporting as a data collection method must be complemented with other techniques.  Findings:  Results show that five of the dimensions obtained excellent scores, lending support to factor structure validity in those dimensions. The analyses conducted provide evidence of a robust and appropriate instrument for the evaluation of digital skills in sixth-grade children of basic education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis factorial]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[tecnologías de la información y la comunicación]]></kwd>
<kwd lng="es"><![CDATA[evaluación de pruebas]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis]]></kwd>
<kwd lng="en"><![CDATA[Digital Skills]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Communication and Information Technologies]]></kwd>
<kwd lng="en"><![CDATA[measure validation]]></kwd>
</kwd-group>
</article-meta>
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