Development of digital competencies for teachers of the virtual modality in Higher Education
Article Sidebar
Main Article Content
Abstract
The introduction of digital tools and resources arises as a response to technological advances, but to develop an adequate technological education it is not enough to introduce digital resources, but also to educate and develop the digital competencies of teachers and students. Currently, digital competencies are considered enablers of the knowledge society and both students and teachers should consider their participation in virtual environments as a development opportunity. The present study analyzed the digital competencies of 50 teachers of the Polytechnic School of Chimborazo (ESPOCH) in their pedagogical praxis. The survey technique was applied with a non-probabilistic purposive sampling method using the questionnaire as an instrument. The main results showed that there is an inverse relationship between the age of teachers and the use of ICT. However, teachers are able to create their own digital content and educational resources especially those with a working experience between 1 to 5 years and between 6 to 10 years. This study concludes and recommends continuous training of teachers in the use of ICT to improve their teaching-learning process.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licensing Agreement
This journal provides free access to its content through its website following the principle that making research available free of charge to the public supports a larger exchange of global knowledge.
Web content of the journal is distributed under a Attribution-NonCommercial-ShareAlike 4.0 International.
Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work, provided that the initial publication in this journal is indicated. Authors are allowed and recommended to disseminate their work through the internet before and during the submission process, which can produce interesting exchanges and increase citations of the published work.
References
Bravo, M. J. C. (2019). Elements for teaching fundamental ethical principles in the university. Atlante Cuadernos de Educación y Desarrollo, 2-15.
Casillas-Martín, S., Cabezas-González, M., & García-Valcárcel-Muñoz-Repiso, A. (2021). Influence of WhatsApp and email use on digital competence in the area of communication. 41, 227-249. https://doi.org/10.15581/004.41.006
Chávez, M., Rivera, V., & Haro, G. (2021). Perception of virtual education in Higher Education institutions 2020-2020. Enlace Universitario Research Journal, 20(1), 8-21.
Colás, M. P., Conde, J., & Reyes de Cózar, S. (2019). The development of teaching digital competence from a sociocultural approach. Comunicar, 27(61), 1-14. https://doi.org/10.3916/C61-2019-02.
Dias-Trindade, S., and Santo, E. do E.(2021). Competências digitais de docentes universitários em tempos de pandemia: análise da autoavaliação digcompedu. Revista Práxis Educacional, 17(45), 100-116. https://doi.org/10.22481/praxisedu.v17i45.8336
Gomez, J. M. (2020). Google Classroom: As a tool for pedagogical management. Mamakuna, 14, 44-54.
Gómez, Ó., Rodríguez, J., & Cruz, P. (2020). Teachers' digital competence and attention to diversity during COVID-19: A case study. Journal of Communication and Health: RCyS, 10(2), 483-502.
Halpern, D., Piña, M., & Ortega, C. (2021). Parental and school mediation: Using technologies to enhance school performance. Education XX1: Journal of the Faculty of Education, 24(2), 257-282. https://doi.org/10.5944/educxx1.28716
Hernández, D. J., Sánchez, P. M., & Giménez, F. S. S. (2021). La Competencia Digital Docente, una revisión sistemática de los modelos más utilizados. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 105-120. https://doi.org/10.6018/riite.472351. https://doi.org/10.6018/riite.472351
Icaza, D. O., Campoverde, G. E., Arias, P. D., & Verdugo, D. (2019). Technological or digital illiteracy. Polo del Conocimiento: Revista científico - profesional, 4(2), 393-406.
Kraus, G., Formichella, M. M., & Alderete, M. V. (2019). The use of Google Classroom as a complement to face-to-face training to primary level teachers. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 24, 79-90. https://doi.org/10.24215/18509959.24.e09
Laurente-Cárdenas, C. M., Rengifo-Lozano, R. A., Asmat-Vega, N. S., & Neyra-Huamani, L. (2020). Development of digital competencies in university teachers through virtual environments: Experiences of university teachers in Lima. Revista eleuthera, 22(2), 71-87. https://doi.org/10.17151/eleu.2020.22.2.5.
López, A., Burgos, D., Branch, J. W., & Younes-Velosa, C. (2020). A new paradigm in university teaching based on digital competencies for teachers. Campus Virtuales, 9(2), 71-82.
Martínez-Campoblanco, R. A. (2016). Monitoring and control of student management through the use of the Canvas LMS platform. Contributions from the virtual tutoring experience of the master's degree in Education at the Universidad de San Martín de Porres. EduTicInnova. Journal of Virtual Education, 4, 21-27.
Meneses, A.L.T., Novay, E.G.Z., and Meneses, S.P.T. (2023). Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management. Revista Imaginario Social, 6(1), 41-54.
Novay, E.G.Z., and Chacin, I.M.P. (2022). Development of digital competencies in higher education through virtual environments: Review of cases in Ecuadorian higher education. Polo del Conocimiento, 7(11), 1385-1399. https://doi.org/10.23857/pc.v7i11.4930.
Quiroz, D.L.Z., and Quiroz, M.S.Z. (2019). Information and communication technologies (ICTs) in Higher Education: theoretical considerations. REFCalE: Revista Electrónica Formación y Calidad Educativa, 7(1), 213-228.
Sainz de Abajo, B., de la Torre-Díez, I., López-Coronado, M., Aguiar, J., & de Castro, C. (2019). Plural application of gamification tools. Analysis and comparison. IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red, 990-999. https://doi.org/10.4995/INRED2019.2019.10467. https://doi.org/10.4995/INRED2019.2019.10467
Villa, A. (2020). Competency-based learning: Development and implementation in the university setting. REDU: revista de docencia universitaria, 18(1), 19-46. https://doi.org/10.4995/redu.2020.13015
Zumba E. (2022). View of Technological tools in the development of skills and abilities in the subject of Entrepreneurship and Management. http://revista-imaginariosocial.com/index.php/es/article/view/92/204