Diagnosis of teaching digital skills in a higher education institution
DOI:
https://doi.org/10.51247/st.v7i3.446Keywords:
Digital Competences, teaching-learning, DigComp, technological higher educationAbstract
Digital competences are crucial for teachers in the 21st century. The objective of this study is to evaluate the level of digital competences of teachers at the Instituto Tecnológico de Durango in relation to the five areas of the DigComp framework. The study, with a non-experimental and cross-sectional design, is descriptive with a quantitative approach. An adapted and validated instrument based on the DigComp model was used. 83 teachers from the different academic departments of the institution participated. The results showed an advanced level in the area of competence search and management of information and data. On the other hand, most teachers have an intermediate level in the areas of competence communication and collaboration, security, creation of digital content and problem solving. The results show that it is advisable to measure digital competences to plan training strategies according to the needs of each department.
Downloads
References
Alnasib, B. N. (2023). Digital Competencies: Are Pre-Service Teachers Qualified for Digital Education? International Journal of Education in Mathematics, Science and Technology, 11(1), 96–114. https://doi.org/10.46328/ijemst.2842
Álvarez Flores, E. P. (2021). Uso crítico y seguro de tecnologías digitales de profesores universitarios. Formación Universitaria, 14(1), 33–44. https://doi.org/10.4067/S0718-50062021000100033
Artacho, E. G., Martínez, T. S., Ortega Martín, J., Marín Marín, J. y García, G. G. (2020). Teacher training in lifelong learning-the importance of digital competence in the encouragement of teaching innovation. Sustainability (Switzerland), 12(7). https://doi.org/10.3390/su12072852
Bilbao Aiastui, E., Arruti, A. y Morillo, R. C. (2021). A systematic literature review about the level of digital competences defined by DigCompEdu in higher education. Aula Abierta, 50(4). https://doi.org/10.17811/RIFIE.50.4.2021.841-850
Çebi, A. y Reisoglu, I. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2). https://doi.org/10.7821/naer.2020.7.583
CEPAL-UNESCO. Comisión Económica para América Latina y el Caribe. Organización de las Naciones Unidas para la Educación la Ciencia y la Cultura. (2020). La educación en tiempos de la pandemia de COVID-19. https://unesdoc.unesco.org/ark:/48223/pf0000374075
Chávez, B. F., Cantú, V. M. y Rodríguez, P. C. (2016). Competencias digitales y tratamiento de información desde la mirada infantil. Revista Electrónica de Investigación Educativa, 18(1).
Cuadrado, A. M., Sánchez, L. P. y Torre, M. J. (2020). Las competencias digitales docentes en entornos universitarios basados en el DigComp. Educar Em Revista, 36. https://doi.org/10.1590/0104-4060.75866
Fernández, E., Leiva, J. y López, E. (2018). Competencias digitales en docentes de Educación Superior Digital Competences in Higher Education Professors. Revista Digital de Investigación En Docencia Universitaria, 12(1). http://dx.doi.org/10.19083/ridu.12.558
Ferrari, A., Punie, Y. y Redecker, C. (2012). Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks. https://doi.org/10.1007/978-3-642-33263-0_7
Gisbert, C. M., González, M. J. y Esteve Mon, F. M. (2016). Competencia digital y competencia digital docente: una panorámica sobre el estado de la cuestión. Revista Interuniversitaria de Investigación en Tecnología Educativa. https://doi.org/10.6018/riite2016/257631
Guarini, P. y Peconio, G. (2023). Special needs pre-service teachers digital competencies: an exploratory study at the University of Foggia. International Conference on Higher Education Advances. https://doi.org/10.4995/HEAd23.2023.16237
Gurley, L. E. (2018). Educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. Online Learning Journal, 22(2). https://doi.org/10.24059/olj.v22i2.1255
Hernández, S. R., Fernández, C. C. y Baptista, L. P. (2018). Metodología de la Investigación. México: McGraw-Hill Interamericana.
Heuling, L. S., Wild, S. y Vest, A. (2021). Digital competences of prospective engineers and science teachers: A latent profile and correspondence analysis. International Journal of Education in Mathematics, Science and Technology, 9(4), 760–782. https://doi.org/10.46328/ijemst.1831
Hidayat, M. L., Prayitno, H. J., Anif, S., Meccawy, M. y Khanzada, T. J. (2023). Science learning in answering digital competency needs of pre.service math and science teachers in the STEM context. Jurnal Pendidikan IPA Indonesia, 12(3). https://doi.org/10.15294/jpii.v12i3.43960
Jiménez M. K., Lázaro G. M., Martinez M. y Zamudio R., B. (2023). Diagnóstico de competencias digitales docentes en la educación superior tecnológica en un contexto post pandemia. Revista Académica Creatividad e Innovación En Educación, 2(1). https://doi.org/10.47300/2953-3015-v2i1-06
Kuzminska, O., Mazorchuk, M., Morze, N., Pavlenko, V. y Prokhorov, A. (2018). Digital competency of the students and teachers in Ukraine: Measurement, analysis, development prospects. CEUR Workshop Proceedings, 2104.
Navarrete, S. M., Borjas, G. J., Rosales, E. M., y Garcés, R., Á. (2022). El nivel actual de competencia digital docente en los profesores del TecNM/ITSLP. Ciencia Latina Revista Científica Multidisciplinar, 6(4). https://doi.org/10.37811/cl_rcm.v6i4.2854
Ng, W. (2012). Can we teach digital natives digital literacy? Computers and Education, 59(3). https://doi.org/10.1016/j.compedu.2012.04.016
Portillo, J., Garay, U., Tejada, E. y Bilbao, N. (2020). Self-perception of the digital competence of educators during the covid-19 pandemic: A cross-analysis of different educational stages. Sustainability (Switzerland), 12(23), 1–13. https://doi.org/10.3390/su122310128
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Joint Research Centre (JRC) Science for Policy report. https://doi.org/10.2760/159770
Rodriguez Rivas, J. G. (2023). Análisis de la capacitación docente en una institución de educación superior. Technological Innovations Journal, 2(3), 25–35. https://doi.org/10.35622/j.ti.2023.03.002
Rodríguez Rivas, J. G. y Muñoz Solís, E. (2024). Adaptación y validación de cuestionario para medir competencias digitales docentes. Technological Innovations Journal, 3(2), 7–19. https://doi.org/10.35622/j.ti.2024.02.001
Rojas O. V. Raúl, Zeta V. Adolfo y Jiménez C. Regina. (2020). Competencias digitales en una universidad pública peruana. Revista Conrado, 16(77).
Sillat, L. H., Tammets, K. y Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. Education Sciences, 11(8). https://doi.org/10.3390/educsci11080402
Skantz Åberg, E., Lantz Andersson, A., Lundin, M. y Williams, P. (2022). Teachers’ professional digital competence: an overview of conceptualisations in the literature. Cogent Education, 9, Issue 1. https://doi.org/10.1080/2331186X.2022.2063224
Tavakol, M. y Dennick, R. (2011). Making sense of Cronbach’s alpha. International journal of medical education, Vol. 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Tondeur, J., Howard, S., Van Zanten, M., Gorissen, P., Van der Neut, I., Uerz, D. y Kral, M. (2023). The HeDiCom framework: Higher Education teachers’ digital competencies for the future. Educational Technology Research and Development, 71(1). https://doi.org/10.1007/s11423-023-10193-5
Unión Europea. UE. (2022). DigComp 2.2 - Marco de Competencias Digitales para la Ciudadanía. Somos Digital. https://somos-digital.org/wp-content/uploads/2022/04/digcomp2.2_castellano.pdf
Vuorikari, R., Kluzer, S. y Punie, Y. (2022). DigComp 2.2. The Digital Competence Framework for Citizens. With new examples of knowledge, skills and attitudes. Publications Office of the European Union.
Vuorikari, R., Punie, Y., Carretero Gómez S. y Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union. doi:10.2791/11517
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Jose Gabriel Rodriguez-Rivas
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
