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.