La preparación en seguridad informática del docente en la Educación Técnica y ProfesionalThe preparation in computer security of the teacher in the Technical and Professional EducationEsteban Fernández-Sánchez; Dania Roman-CruañesUniversidad de Guantánamo Correo(s) electrónico(s) estebanfs@cug.co.cudaniarc@cug.co.cuORCID: https: //orcid.org/: 0000-0001-9493-2527 https: //orcid.org/: 0000-0002-6368-9816 Recibido: 20 de septiembre de 2020Aceptado: 26 de noviembre de 2020ResumenSe propone una alternativa metodológica B-learning para perfeccionar la preparación en seguridad informática del docente de las instituciones educativas de la ETP del Ministerio de Educación (MINED) en la provincia Guantánamo. Se expone la estructuración de las diferentes fases o etapas a utilizar durante el proceso de preparación en seguridad informática del docente de forma presencial y a distancia con el empleo de entornos virtuales de enseñanza aprendizaje. Palabras clave: Alternativa metodológica B-learning; Seguridad informática; Entornos virtuales de enseñanza aprendizaje; MoodleAbstractA methodological alternative B-learning is proposed to perfect the preparation in computer security of the teacher of the educational institutions of the ETP of the Ministry of Education (MINED) in the province of Guantánamo. It exposes the structuring of the different phases or stages to be used during the process of preparation in computer security of the teacher in a presential and distance way with the use of virtual environments of teaching and learning. Keywords: B-learning methodological alternative; Computer security; Virtual teaching and learning environments; MoodleIntroductionAt present, the development experienced by the different branches of science, technology and technology has led to considerable changes in social, economic, political and cultural life, characterized by the accelerated growth of scientific information generating major advances in the field of information and communication technologies (ICT).Precisely in this context, the introduction of ICTs in Cuba has been mediated by the implementation of the Program for the Informatization of the Cuban Society, whose purpose is to satisfy the growing demand for information and knowledge in all spheres of society, and to raise the levels of efficiency and effectiveness both in the services and in the productive processes that are generated, always with the support of security strategies that guarantee continuity and access to them. (Hurtado, 2015).Therefore, information security, and therefore information technology (IT) security, is a vitally important issue, because as the development of ICTs increases, so does the number of risks associated with the constant threats to information systems, which cause, among other things, the loss of information and the denial of services. In correspondence, Gonzalez (2008), states that with the growing development of ICT and increased connectivity, information systems and computer networks are increasingly vulnerable and exposed to a greater number of threats. This makes possible the emergence of the new information society, which needs to achieve greater awareness and understanding of security issues.In this same sense, Bidot (2012), director of the Cuban company Segurmática, in the report entitled IT Security Scenario at the beginning of 2013, expressed:The information security scenario is the most complex of those experienced and neither the information technology industry, nor the users, nor the governments are prepared to face it in a proactive way, therefore, it is a pending subject at an international level that urgently needs to be resolved" (p. 21). On this same idea, Rodriguez (2012, p. 4), director of Educational Informatics of the Ministry of Education, when making an analysis of the situation related to ICT users and computer security, highlighted:Users know very little about the different types of computer security incidents that can occur and the impact that results, considering, moreover, that their computer systems are well protected and not exposed to any risk.Technical solutions are underestimated, minimizing educational and preventive ones, hence, in spite of the efforts made in the IT legal order, the end user continues to be unprotected, disoriented, and unprepared, an aspect still unresolved and with the possibility of its increase. Other authors such as Borghello (2001), Bisogno (2004), Mayol (2006), Monzón (2009), Peñalver (2010), Hernandez (2012), Valdés (2012), have addressed the issue of training in computer security aimed at professionals in the field of computer security such as: heads of computer security, network administrators, and web masters, among others. These studies have been carried out due to the limited treatment of contents in computer security from the main integrative discipline planned for the initial training of these professionals.This problem not only manifests itself in the initial training of the average technician and of graduates in education, specialty in Computer Science, in the educational institutions of the Ministry of Education (MINED), but also in the training of computer engineers. For this reason, since September 2008, improvement courses have been developed by the specialists of the Cuban company Desoft, which belongs to the Ministry of Informatics and Communications, and from the 2018-2019 school years, the training of specialists in computer security began in some Cuban universities to contribute to solving the above-mentioned problem.Predominantly, these proposals for training in computer security have been oriented to the analysis of current legislation, the classification of computer viruses, the installation and configuration of antivirus programs, the application of the code of ethics, the study of methodologies to be taken into account for the development of the computer security plan and contingency plan, techniques for the saving of information, and the implementation of tools for the control of this activity in the telematic network.However, the systematization that we have carried out has allowed us to determine some contents that, despite their importance, have not been treated. Among these are: the determination of the risks and vulnerabilities related to obtaining confidential information through the so-called social engineering techniques; the participation of users in social communication networks, the protection of ICTs from the implementation of physical ground systems, fire and intruder alarms; the development of computer network projects in correspondence with the security system to be implemented; the measures to be taken into account in the operation of mobile computing equipment from educational institutions; techniques for the protection of information contained not only in digital media, but also in printed media.Based on the above mentioned deficiencies, it was necessary to carry out an exploration related to the preparation in computer security of the teachers who work in the Technical and Professional Education (ETP) of the Guantanamo province, specifically those educational centers that are destined to the formation of professionals of the computer science branch, on that basis, it was taken as premises: the observation of the performance regarding the use of ICT insurance, the analysis of national seminars for the preparation of teachers from 2015 to 2020, as well as the exchange of ideas with the methodologists of the Informatics specialty of the Municipal and Provincial Education Directorates of Guantanamo, which made it possible to reach the following problematic situations:-Insufficient preparation of the teacher who works in the educational institutions of the ETP in the province of Guantanamo in computer security issues, affecting their daily professional performance in relation to the responsible and safe use of ICT. - Similarly, there is little mastery of technical language related to ICT security, which causes misunderstanding of current legislation and procedures incorporated into this activity.- Furthermore, there is a lack of aspects to take into account for the conservation, protection and security of ICTs which, together with the limited archival culture, affects the information available in digital and printed sources and the development of the professional teaching process itself.In addition to these limitations, the level of operativity achieved in the development of the professional pedagogical process from the polytechnical schools prevents the mobilization of a number of people to carry out preparatory actions related to the problem under investigation.Hence the need to use new forms of preparation tempered to the current historical conditions that guarantee an efficient professionalization of these educational personnel in the field of computer security.That is why the present work aims at elaborating a methodological alternative B-learning to improve the preparation in computer security of the teacher who works in the educational institutions of the ETP of the MINED in the province of Guantánamo.DevelopmentThe proposed methodological alternative B-learning, is composed of three phases, which constitute activities concatenated between them through whose execution it is possible to verify a system of actions and operations that define the ways or methods that determine the instrumentation of the direction of the preparation in computer security of the teachers.This structure has the character of a system, highlighting the functionality of its parts, with a relationship of coordination; subordination and interdependence between them, from which the peculiarities of the actions to be developed for the computer security training of teachers will be determined (see Figure 1).Figure 1. Structure of the B-learning methodological alternativeSource: self elaborationAt the same time, each phase pursues a consciously planned goal that will depend not only on the ways or methods to be used but also on the means, instruments and conditions in which they will be employed, considering also that for the execution of these derived phases in action it is necessary to have previously understood with what objective they are going to be carried out, what they consist of, how they are to be executed, what procedures are to be followed, under what conditions they are to be used, what resources are to be employed, all of this constituting a guide for their subsequent execution and control.The first phase is entitled Conception of the preparation in computer security. This one has as purpose to carry out the actions of planning and organization that allow creating the necessary conditions for the successful development of the preparation.This requires the establishment of links not only between the participating subjects and protagonists of the computer security training, but also with the other factors responsible for the direction of the professional pedagogical process in the educational institution.The authors of this paper consider the above to be of great importance, since it is a matter of highlighting the preparation actions not in isolation, but based on the annual, monthly, and individual planning of the educational institution, thus promoting the establishment of systemic relations of coordination and cooperation for the awareness of needs and goals to be achieved.Such reflection corresponds to the aspects taken into account for the implementation of the proposed B-learning methodological alternative based on three fundamental aspects:Knowledge of the essential characteristics of the context where it will be implemented.- The use of e-learning tools whose design is capable of supporting the conditions of the selected context.- Having the support of professionals to contemplate and optimize the proposed alternative.From this point of view, the Moodle platform was selected as a fundamental way to carry out the structuring of teachers' computer security training. Designed by Martin Dougiamas in the nineties, this platform is based, according to its creator, on the ideas of social constructivism, promoting group work and collaborative learning.Moodle, means in English (Modular Object - Oriented Dynamic Learning Environment) and in Spanish (Entorno Modular de Aprendizaje Dinámico Orientado a Objetos). It can be used from different operating systems such as: Windows, Linux, UNIX, etc., as long as they support technologies for working on the web such as Apache, PHP, and a MySQL database, among others.The use of this platform has been widely spread all over the world for the development of distance courses due to the great possibilities it offers, such as:- It is a free distribution platform, due to the users' freedom to execute copy, distribute, study and modify it to be implemented from other conditions.- It presents a simple interface attending to a modular conception that offers flexibility to insert and change its different components.- Through it, different didactic materials are combined in various formats such as: multimedia: text, images, animation, sound and video, etc., as well as the non-linear structuring of the information.- In the courses mounted under this platform can be combined elements online and offline supported in various forms of communication both synchronous and asynchronous also bearing in mind the implementation of face-to-face meetings.- It favors the creation of spaces for the realization of consultations, to raise concerns, doubts from the interaction between students, teachers and group, promoting the exchange, collaboration, group work with a view to the acquisition of new knowledge.- It offers the teacher a complete record with information about the activities that students are doing when they interact with the platform, facilitating the processes of control and evaluation.- It is available in several languages and versions improving its performance and use from anywhere in the world.It is proposed that the start of the preparation, is done through the tools of activity and communication created from the Moodle platform, for this, teachers using the email will inform the students enrolled the start date and guide the basic aspects to be taken into account such as: participate in different activities, read the guidelines, study guides issued, the preparation program in computer security, raise questions, suggestions through the spaces for reflection and collaboration implemented.From the implementation blocks, the apprentice will be indicated the need to start his/her participation by reading first the study guide in order to be informed about the objectives to be achieved, the tasks to be developed and the evaluation forms to be used.In this sense, from the initial block of the course of preparation in computer security, the preliminary orientations are offered to begin the learning activities mixing diverse tools for the activity and the communication that the Moodle platform has; next, the aspects selected for this end are shown:- Presentation: it is executed through a forum activity, welcoming the trainees, as well as motivating them to insert their expectations and asking them to insert their personal data for the filling in of their profile as users of the computer security training course.- News: it constitutes a forum for communication created to offer the trainees the novelty of the course, by giving them information that provokes a series of sensations and uncertainties stimulating the need and search for new knowledge related to computer security.- Preliminary guidelines for the realization of the learning activities: as its name indicates it is the preliminary guide that the participants of the computer security training have, it shows once again the importance of the course, the modality that will be used, how the learning tasks will be executed, how it is possible to access and obtain the information from the selected platform, the evaluation forms, the necessary requirements to register in the course, the general objective of the course and suggestions for the use of some activity and communication tools. - General program of the course: it offers general information as the foundation of the course, general and specific objectives, organization of the didactic units with their respective systems of knowledge, the system of abilities to develop, the values to which it is paid, the system of evaluation, methodological suggestions, the basic and complementary bibliographies, among other aspects. - Glossary of terms: it constitutes an activity of general character, from which the protagonists of the preparation in computer security have the possibility of inserting concepts, definitions elaborated by these or simply derived from the study activities. - Communication activity to familiarize the trainees with the structure of the course: this activity becomes a chat to familiarize participants with the communication interface of the Moodle platform, as well as a means of exchange and help as discussed in the initial activities of the course. - Initial diagnosis: it presents the sequence of questions to determine the level of preparation in computer security of the teachers of the educational institutions of the ETP in the province of Guantanamo which contributes to the structuring of the contents and the levels of necessary aids.- Communication activity for socialization and systematic orientation: it constitutes a space of preparation, socialization and systematic orientation to be used during the actions of preparation in computer security, from this context all the participants of the course will be able to insert new information that they obtain when interacting with the contents of the course, visiting other web sites or through the exchange with specialists in computer security.All this, based on the objectives set, the contents in computer security to be dealt with, the role to be played by the trainees, the group and the teaching team, for which it is needed:Model the system of activities and tasks of teaching and learning, through which the preparation in computer security will be developed, taking into consideration the particularities of the services, activity and communication tools such as: forum, Wiki, chat, questionnaires, workshops, consultations, etc., offered by the virtual environment and its relationship with the face-to-face meetings.The selection of the system of didactic materials to be elaborated attending to the pedagogical and technological potentialities that they possess, favoring the flexibility in the handling of the space and the time overcoming the barrier of the rigid schedules, offering the apprentice the possibility of accessing the content and the different activities of teaching learning in a dynamic way in correspondence with his own needs.To determine the forms of organization to be used both in a face-to-face and non face-to-face manner, as well as the methods, means, procedures and forms of evaluation and control, in accordance with the general and specific conditions of the context where the computer security training actions will be developed.In this way, the design of the teaching-learning activities for the preparation in computer security of the teachers takes into account not only the didactic aspects but also the technological ones, recognizing also the differences that exist between these two aspects.Phase number two: Implementation phase of the computer security training, has the purpose of implementing the computer security training activities conceived in the previous phase.In this sense, the implementation of the training activities in computer security is proposed to be carried out from the conditions of the educational institutions, giving it an outlet through the spaces destined to the preparation of the teachers from the recycling activities.The above is based on the premises and conditions of the professional pedagogical process that is developed from this educational entity. This can also determine the way in which these educational personnel act professionally, as explained above. In this same direction, the structuring of the contents in computer security for the preparation of the teachers, will be organized from the very conception of the preparation program through the determination of different didactic units.For this reason, the didactic units will be composed of basic preparation didactic units and complementary preparation didactic units, those of basic preparation will be directed to the development of activities of familiarization, collaboration and reflection on topics of computer security and those of complementary preparation to the contextualization of the contents in computer security to the real and concrete conditions of the educational entity. From the point of view of the authors of this work, what has been expressed can be achieved from the structuring and efficient pedagogical orientation of the learning tasks in close relation to the different learning objects that include the use of the tools for activity and communication available, only in this way will flexibility, motivation, collaborative work, significant learning, attention to individual differences, among other aspects, be evident.In this same direction, although the Moodle platform to be used, will facilitate the acquisition of knowledge through the treatment of different concepts and the development of procedures in computer security, the implementation of classroom activities will serve as a means to reinforce everything learned not in isolation but as a link in the preparation initiated in the virtual environment selected.As it has been seen, for the success of the teachers' training in computer security, both the structuring of the contents from EVEA and the classroom activities must be related.The contents dealt with in a face-to-face way are a complement to the knowledge acquired by the trainees from the virtual environment, that is why these meetings have the purpose of applying the new knowledge related to computer security, also, they contribute to the control and evaluation of the quality of the advances achieved by the trainees in the computer security preparation activities carried out.In that sense, each didactic unit to be developed in a face to face way culminates with the presentation of a final work which will be presented by the selected teams, this way a final evaluation will be issued.From this context, each trainee will have the possibility to expose his/her criteria, ideas, doubts, suggestions, concerns, in order to enrich the actions of preparation in computer security developed.In this way, the learning acquires a special sense and a transcendental connotation for the people involved, being able to apply the new knowledge in their work environment and in real situations, recognizing also the origin, essence and nature of the problems related to computer security. Providing the possibility for teachers to participate in the actions of preparation in computer security, as well as in the daily tasks surrounding their professional performance. However, the value of this idea does not only depend on what has been previously proposed but also on the different levels of help that the teacher, tutor or moderator is able to establish in the structuring of the contents in computer security.By considering the above-mentioned aspects, spaces of coordination and systematic orientation are created for debate and reflection by the teacher, tutor, moderator, students or the group, regarding the application of the knowledge derived from the preparation in computer security that will be gradually acquired, giving the possibility of exchange with specialists from other educational institutions and from the production and services.Phase number three: Evaluation and feedback phase, has the purpose of evaluating the actions planned and implemented in the computer security training of the teachers.In it, it is shown in an integral way control actions, and/or evaluation that reveal the results that are being obtained regarding the fulfillment of the planned objectives and the development shown by each one of the teachers immersed in the computer security training.For this reason, the evaluation should lead to the critical analysis of the development reached by the teachers regarding computer security, seen from the domain that they have in relation to the legislation in force, procedures, existing methodologies and in the possibility of inserting the topics of computer security in the different curricular activities planned and executed in function of the students' learning.Therefore, the evaluation of the teachers' IT security training should not be seen as a component to be projected only from the actions of such training, but from the integral functioning of the pedagogical and professional process. And finally, whenever possible and fundamentally for the development of the contents in computer security in a face-to-face way, the participation of specialists in computer security issues should be encouraged, so that they can give their opinions about the contents studied and contribute their experiences in order to contribute to the improvement of the implemented system of computer security preparation.The above is supported by the Security Regulations for Information Technology, Ministry of Information and Communications. (2019), Resolution 360/2019, where article 22, deals with the determination of the responsibilities attributed to each user of the different computer systems as an important aspect. In turn, this work is based on the definition of alternative given by Valle (2012), when he states that it is: An option or way to provide a solution to a problem that is opposed to others already existing, assuming a specific character, since existing solutions are not systematically presented in practice hence do not reach a high degree of generality. (193)This implies objectively choosing the option that is most beneficial, adequate or relevant in accordance with the interests, needs and real possibilities of the context where it will be implemented.For this reason, the proposed alternative constitutes a methodological option made up of sequences of distinctive and integrated actions that guide the planning, organization, execution, and evaluation of teachers' computer security training, based on the potentialities and social and individual needs of those involved in correspondence with the conditions of their environment, determined by the characteristics of the professional pedagogical process, the establishment of professional relationships in a face-to-face and distance manner from EVEA.ConclusionsThe proposed methodological alternative was elaborated taking into account the conditions of the educational institutions of the ETP in the province of Guantánamo, and the way of professional performance of the teacher who works here. It promotes a flexible form of training in computer security, derived from the ethical, responsible and safe use of ICT. It offers, from the pedagogical point of view, the possibility of using a multiplatform technological tool that facilitates not only the insertion and systematic updating of the available information, but also the use of tools for activity and communication. The way in which the elaborated alternative is projected contributes to the search for new knowledge in the field of computer security in a collaborative and reflexive way, and its subsequent use in the different educational processes.Bibliographic references Bidot, J. (2012). Escenario de la seguridad informática en los inicios del 2013. Recuperado de http://www.segurmatica.cuBisogno, M. V. (2004). Metodología para el aseguramiento de Entornos Informatizados. (Tesis de grado). Universidad de Buenos Aires, Argentina.Borghello, C. F. (2001). Seguridad Informática. Sus implicancias e implementación. 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ISBN: 978-959-13-2263-0.Vol.6, No.11, enero-marzo, año 2021 PAGE \* MERGEFORMAT78Esteban Fernández, Dania Roman: La preparación en seguridad informática del docente…0-63500Ciencia y Progreso Publicada en línea: enero 2021, RNPS: 2477, ISSN: 2707-7098  http://cienciayprogreso.cug.co.cuVol.6, No.11, enero-marzo, año 2021 PAGE \* MERGEFORMAT90iVBORw0KGgoAAAANSUhEUgAAAS0AAABZCAYAAAEcIEIbAAAAAXNSR0IArs4c6QAAAARnQU1BAACx jwv8YQUAAAAJcEhZcwAAIdUAACHVAQSctJ0AAC8aSURBVHhe7Z0HmBVFuvdxd13vIqggCrqygoCg KAZkRRQTBkRRAdFddXENK3JRr7rrmhARA2Dgu2u4hkVFdJUwgWGYIQ2S88wgwwSQnJPknKyv/u/U 21OnTnU4c84EmP49T53TXV1dVV399lu5qtrI3/1O2HCzLy+q4Wd0kyYUETbJv/0tXaxIKMXM1EmR ETPtyhsnYjbDNPjDH9SREAcOHBD5Cxeqs2L27t2rjorZt2+fWLN6NR0fPnyY/vPy8ug/KyuL/sHu 3bvVkRDLly0TZ9WtS8fr1q6NPWK1Tj1VHUXS8fbbyTB/OOcc+u/bp4+YNnUqHYN6Z5yhjqJBxBqe ey75ExExoEeI2b1rl/jll1/ouJ56Kua8Bg3o/9z69enfBBH7/VlnqbMSTPdHjhyhiF3aogWdOxH7 RV7Ys2KFZwTLk6gUQ8os/eyzqIhltWypjoKxftIkdVQ6qqX+1385kZh9771iljSpJ50UETH9OEVe 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