Master's Degree in Digital Competence and Computational Thinking

Basic Information

What knowledge will I acquire with this Master?

The Master's Degree in Teaching Digital Competence and Computational Thinking offers a joint training itinerary between teaching digital competence and computer science, based on the Common Framework for Teaching Digital Competence, so that at the end of the master's degree you will be able to accredit your level of competence through the Digital Competence Portfolio Teacher that INTEF puts at your disposal, In addition, you will receive a training that ensures the acquisition of knowledge and basic skills in programming, which is usually abbreviated with the term "computational thinking", thus fulfilling the objectives and lines of action proposed by this framework and reinforcing one of the areas of teaching professionalization most in demand today.

Is this degree official according to the regulations required by the European Higher Education Area?

Yes (final verification report is attached), starting the first course in the academic year 2019-20.

Final verification report turned out FAVORABLE

Is it necessary to pass an access test?

It is not necessary.

What is the minimum number of credits for which I can enroll?

You can see it in the rules of permanence in this link

Recommended income profile

Students who have possession of the Degree in Early Childhood Education, Primary Education or related official Diploma or Bachelor's degrees. Official titles issued by a higher education institution of the European Higher Education Area that empower access to teaching work in the country that issued the title will also be accepted.

Students who wish to start the Master will follow the procedures established in this regard by the Rey Juan Carlos University and the specific admissions body for the Master will be its Academic Committee.

Objectives

A first objective of the master's degree is to train future or active teachers for the development of digital teaching competence. This objective will be developed within the European framework called DIGCOMP. Said competency framework has been adopted by the National Institute of Educational Technologies and Teacher Training (INTEF), dependent on the Ministry of Education and Professional Training. This adaptation of the DIGCOMP framework, made in October 2017, is known as the Common Framework for Digital Teaching Competence.

The Rey Juan Carlos University offers a training itinerary to the students of the Master, who after completion will be able to accredit their level of competence through the Digital Teaching Competence Portfolio that INTEF makes available to them, thus fulfilling the objectives and proposed lines of action. by said framework and reinforcing one of the most demanded areas of teacher professionalization today.

On the other hand, the frontier between knowledge of computing as a user and as a professional is becoming increasingly blurred, with an intermediate terrain where any advanced user can perform specific tasks, previously associated with computer scientists. These tasks usually correspond to basic forms of programming, for example, in spreadsheets, web pages or databases. It is convenient for teachers to have this basic training in programming to be able to carry out teaching work based on ICT. In addition, there is a trend in developed countries towards the integration of basic training in computer science and programming in Primary and Secondary Education, at least. Therefore, the teacher needs to acquire such basic programming knowledge, which is not provided in the Degrees in Education.

The second objective of the master's degree is to provide teachers with basic training in programming. The acquisition of basic knowledge and skills in programming is often shortened to the term “computational thinking”. On the student side, it is expected that students will be better able through computational thinking to: (i) organize data logically, (ii) identify and analyze possible solutions, (iii) define a solution through a series of ordered steps (algorithm) and (iv) encoding the solution in a computer-readable language (program). Likewise, computational thinking is related to several transversal competencies such as: confidence in handling complex problems, persistence in dealing with difficult problems, ability to deal with open problems, and ability to communicate and work with others to achieve a common goal or solution. . Finally, a student whose education incorporates these skills will be able to quickly adapt to future technological breakthroughs in ICT.

The joint offer of digital and computer competence (although with a great weight of programming) has several international and national antecedents. At an international level, there are several relevant cases, with England probably being the best-known European case4, with its subject “Computing”, that is, “Informatics”. At the national level, the report prepared jointly by the Spanish Computer Science Society (SCIE) and the Conference of Directors and Deans of Computer Engineering (CODDII)5 stands out, advocating the importance of offering both types of knowledge in a single compulsory subject in pre-university stages. There is currently a European movement, called Computing for All6, whose objective is that the European Commission itself promotes the necessary curricular change for the inclusion of a Computer Science subject in all the countries of the European Union. For the moment, Spain remains on the sidelines of these initiatives, but it is doubtful that it can continue to ignore them for a long time. Since teacher training is always a task that requires deadlines, it is urgent to prepare future teachers in digital competence and programming.

Competences

BASIC SKILLS

Custom code	Description
CB06	Possess and understand knowledge that provides a foundation or opportunity to be original in the development and/or application of ideas, often in a research context
CB07	That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study
CB08	That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
CB09	That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way
CB10	That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG01 - Have acquired advanced knowledge and demonstrated a detailed and well-founded understanding of the theoretical and practical aspects of the field of study.
CG02 - Be able to work in a team in an effective and ethical way, to integrate, resolve conflicts and assume leadership.
CG03 - Being able to make judgments based on criteria, external standards or personal reflections, based on incomplete or limited information.
CG04 - Being able to publicly present research ideas, procedures and reports to specialized and non-specialized audiences in a clear and unambiguous way.
CG05 - Have developed sufficient autonomy to participate in research projects and scientific or technological collaborations related to their field of work, as well as to perform in multidisciplinary contexts in which they can transfer the knowledge acquired.
CG06 - Be able to apply the knowledge acquired to work in a professional manner, demonstrating mastery of the skills, through the elaboration and defense of arguments and resolution of problems in said areas of study

SPECIFIC COMPETENCES

CE01 - The student will be able, in their teaching work, to design a personalized strategy for searching and filtering the appropriate information for their teaching needs, according to level C of the DOGCOMP framework.
CE02 - The student will be able, in their teaching work, to use a wide range of interaction and digital communication applications and services, adapted to the nature of the interaction and digital communication that they or their interlocutors need at any given time, according to to the C level of the DIGCOMP framework.
CE03 - The student will be able, in their teaching work, to use different tools to share resources, collaborate online and participate in communities and social networks at level C of the DIGCOMP framework.
CE04 - The student will be able, in their teaching work, to create, modify and integrate a wide variety of digital office automation and multimedia content at level C of the DIGCOMP framework.
CE05 - The student will be able, in their teaching work, to apply the necessary tools to protect data and information security, health and the environment at level C of the DIGCOMP framework.
CE06 - The student will be able, in their teaching work, to solve technical problems related to computing at level C of the DIGCOMP framework.
CE07 - The student will know the basic programming concepts and techniques.
CE08 - The student will be able to program in different types of programming, visual, textual and markup languages.
CE09 - The student will be able to produce programs for various platforms: desktop applications, web applications and applications for mobile devices.
CE10 - The student will be able to design programs with a well-defined structure and a usable user interface.
CE11 - The student will be able to reasonably assess the correctness and style of the programs according to explicit and accepted criteria.
CE00 - The student will be able to design educational plans adjusted to the competency learning model, proposing an evaluation in which the level of achievement of the key competencies established in the pre-university curricula is determined and with special emphasis on digital competence and the curricular developments established for learning computer science.
CE12 - The student will be able to select, apply and integrate knowledge and skills acquired on digital competence and programming in a complex teaching project.
CE13 - The student will be able to apply the knowledge and skills acquired on digital competence and programming in a real environment related to education.

Admission and enrollment

Admission:

The requirements for access to the proposed title are according to article 18, of Royal Decree 822/2021, of September 28:

Possession of an official Spanish Graduate or Graduate university degree or equivalent is a condition for accessing a Master's Degree, or, where appropriate, having another University Master's degree, or titles of the same level as the Spanish Bachelor's or Master's degree issued by universities and higher education institutions in an EHEA country that in that country allow access to Master's degrees.
In the same way, people in possession of titles from educational systems that are not part of the EHEA, which are equivalent to a Bachelor's degree, will be able to access a Master's Degree in the Spanish university system, without the need for homologation of the title, but verification by of the university of the level of training that they imply, as long as in the country where said title was issued it allows access to university postgraduate level studies. In no case will access through this route imply the homologation of the previous degree held by the person concerned or its recognition for other purposes than that of carrying out the Master's degree.

Recommended requirements:

Students who have possession of the Degree in Early Childhood Education, Primary Education or related official Diploma or Bachelor's degrees. Official titles issued by a higher education institution of the European Higher Education Area that empower access to teaching work in the country that issued the title will also be accepted.

Students who wish to start the Master will follow the procedures established in this regard by the Rey Juan Carlos University and the specific admissions body for the Master will be its Academic Committee.

Selection of applicants:

Offer of places: 40 seats. If the minimum number of students envisaged is not reached in a course, the University may choose not to open the teaching group.

See admission and enrollment

Training itinerary

Master's Teaching Guides

ACCESS THE COURSE GUIDES OF THE DEGREE

CODE	Subjects	ECTS	SEMESTER	TYPE
630401	Computer education and computer science for education	6	First	required
630402	Competence area of data and information	3	First	required
630403	Competence area of communication and collaboration	6	First	required
630404	Competence area of digital content creation	9	First	required
630405	Programming and Computational Thinking I	6	First	required
630406	Competence areas of security and problem solving	6	Second	required
630407	Programming and Computational Thinking II	6	Second	required
630408	External Internships	9	Second	required
630409	Master's Final Project	9	Second	required

Material resources

External Internships

The External Practices subject is a curricular subject whose main objective is to promote a comprehensive training of the student through the practical application of the knowledge acquired during the Master's degree, which facilitates direct contact with the professional activity and the opportunity to join the professional world with a minimum of experience. All practices are designed so that the students who participate in them acquire professional experience in real situations and conditions, applying the knowledge, skills and attitudes that are acquired in the training processes throughout the degree. The internships represent a decisive opportunity for the personal development and professional future of the students.

Internships are activities carried out by the student in companies, institutions and organizations; that is, in centers outside the university premises, which aim to enrich and complement their university education, while providing them with a deeper knowledge about the skills they will need in the future.

The External Practices subject will consist of two phases.

First. Completion of the internship period that offers professional experience related to any of the profiles that are expressed in the Verification Report of the degree.

Second. Preparation of memory.

Documentation:

Degree Training Project

For more information: External Internship Unit

Social Security contributions for interns starting January 1, 2024

Mobility programs

University Master's degrees, due to their duration and characteristics, in general do not specifically contemplate the mobility of their students. However, the Rey Juan Carlos University has different mobility programs for both students and University workers (PDI and PAS) and has procedures for collecting and analyzing information on these mobility programs. The management of all the mobility programs of the University is centralized in the Office of the Vice President for International Relations and any student of the University can participate in them.

URJC Mobility

Regulation

STUDENTS

COEXISTENCE REGIME

Coexistence Regulations of the Rey Juan Carlos University for the Development of Law 3/2022, of February 24, on University Coexistence, approved by Agreement of March 30, 2023, of the Governing Council of the University

SCHOOL INSURANCE

School Insurance

ASSOCIATIONS

Regulation student associations

Quality guarantee

RUCT link

BOCM Link

Internal quality assurance system

Manual of the Internal Quality Assurance System

Composition of the commission

Results report

Once the monitoring of the Master's Degree has been carried out, the most relevant quantitative information on the results obtained in the monitoring of said Degree is displayed, differentiated by academic year.

Report by course: ,

General information collection plan

Within the quality assurance system of the Rey Juan Carlos University, the following surveys are planned:

- Student profile

- Teacher evaluation

- Degree of satisfaction:

Of the students
of the graduates
From the Faculty
Administration and Services Staff

- Labor insertion

- External internships:

Satisfaction of interns
External tutor satisfaction
Employer satisfaction

Survey results:

Improvement actions

The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.

Renewal of accreditation

The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.

In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.

Self-assessment report 2024

Open Hearing Form

Professors and Researchers

2030 Agenda

Strategic plan

Admission

student office