The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient.

El artículo presenta la validez y fiabilidad de un instrumento para evaluar el nivel de competencia digital del profesorado de Educación Infantil y de Educación Primaria para llevar a cabo la acción tutorial a través de recursos TIC como parte del proceso educativo en tiempos de COVID-19.  El instrumento cuenta con 35 ítems clasificados en cinco dimensiones (A- funciones del tutor con el alumnado, B- funciones del tutor con el profesorado, C- funciones del tutor con la familia, D-Formación en TIC y transferencia, E- Uso de recursos TIC). El instrumento fue aplicado a una muestra de 1098 profesores en activo procedentes de 14 comunidades autónomas de España. La fiabilidad fue medida a través de Alfa de Cronbach, Coeficiente de Spearman-Brown, Dos mitades de Guttman, Omega McDonald y fiabilidad Compuesta. Para comprobar la validez del instrumento, fue analizado la validez de comprensión, exploración de la dimensionalidad mediante Análisis-Factorial-Exploratorio (AFE), y se fue ajustando el instrumento a través de diferentes modelos a través del análisis factorial confirmatorio (AFC). Además, fue analizada la invarianza factorial por la variable sexo (masculino-femenino), tipo de centro (público-concertado) y tipo de profesorado (educación infantil-educación primaria), así como la validez externa. Los análisis de fiabilidad fueron altamente satisfactorios y en relación a la validez de constructo, los resultados encontraron un buen ajuste del modelo tanto en la validez interna como en la invarianza factorial, con una versión final del instrumento de 25 ítems. This article demonstrates the validity and reliability of an instrument to evaluate the level of digital competence of Early Childhood Education and Primary Education teachers to carry out online tutorials using ICT resources as part of the educational process during the COVID-19 pandemic. The instrument consists of 35 items classified into five dimensions (A – functions of the tutor with the students; B ­– functions of the tutor with the teaching staff; C – functions of the tutor with the family; D – training in ICT and transfer; E – use of ICT resources). The instrument was applied to a sample of 1,098 active teachers from 14 autonomous communities located in Spain. Reliability was measured using Cronbach’s Alpha, the Spearman-Brown Coefficient, Guttman Two Halves, Omega McDonald, and for composite reliability. To check the validity of the instrument, we analysed the validity of understanding, and exploration of dimensionality using Factorial-Exploratory Analysis (EFA), and the instrument was adjusted for the different models through Confirmatory Factor Analysis (CFA). In addition, factorial invariance was evaluated based on the variables sex (male/female), type of centre (public/charter school), and type of teaching staff (Early Childhood Education/Primary Education), as well as external validity. The results of the reliability analyses were highly satisfactory and, in relation to the construct validity, the results found a good fit of the model, both in the internal validity and in the factorial invariance. The final version of the instrument consists of 25 items.

This chapter is proposed with the primary aim of analysing the massive incorporation of the video in social networking sites, as a narrative resource support in those platforms. At the same time, and more specifically, it aims to show how they are able to be used in teacher training, since social networking sites appear as enhancing the use of video possibilities in open teacher training. However, in the educational field are shown as an aspect that still needs to explore and deepen this line of research. First, this chapter presents the phenomenon of the incorporation of video into social networking sites. Second, we present a systematization of the research work on the pedagogical value of videos and social networking sites in teacher training. This new scenario favours knowledge democratization and involves a reformulation of teacher training models and professional identity.

This chapter is proposed with the primary aim of analysing the massive incorporation of the video in social networking sites, as a narrative resource support in those platforms. At the same time, and more specifically, it aims to show how they are able to be used in teacher training, since social networking sites appear as enhancing the use of video possibilities in open teacher training. However, in the educational field are shown as an aspect that still needs to explore and deepen this line of research. First, this chapter presents the phenomenon of the incorporation of video into social networking sites. Second, we present a systematization of the research work on the pedagogical value of videos and social networking sites in teacher training. This new scenario favours knowledge democratization and involves a reformulation of teacher training models and professional identity.