The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored ≥0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed.
La tecnología, como elemento necesario para el avance de la sociedad del Siglo XXI, ha asumido un papel fundamental en el entorno educativo. Diferentes estudios respaldan la importancia de las competencias docentes en TIC para su correcta y eficaz incorporación en el aula. El presente trabajo estudia, en base al Marco Común de Referencia de la Competencia Digital Docente, el nivel de competencia en resolución de problemas que presenta el profesorado de Educación Infantil, Primaria y Secundaria dentro del área competencial innovación y uso de la tecnología digital: conocimiento y uso de los recursos digitales, formación online docente y proyectos de innovación. Con este propósito, se realiza un estudio descriptivo a 233 docentes que han contestado un cuestionario de autoevaluación. Los resultados muestran que la mayoría del profesorado se sitúa en un nivel básico-intermedio; conocen y usan los recursos y espacios tecnológicos clásicos, pero presentan dificultades en tareas más complejas como colaborar, compartir y generar conocimiento en la práctica educativa a través de la tecnología. Por ello, se propone abrir diferentes líneas de investigación relacionadas con las necesidades formativas en TIC del profesorado. Además, se reclama una mayor oferta formativa docente avalada por herramientas fiables y válidas de evaluación competencial.
La tecnologización de la sociedad ha supuesto un gran reto para la educación del siglo XXI, viéndose ésta en la necesidad de afrontarlo para poder otorgar una alfabetización digital de calidad. Estos cambios acelerados repercuten en diversos ámbitos, entre ellos la profesionalización docente debido a las dificultades presentadas a la hora de actualizar sus conocimientos y adaptarse al vertiginoso ritmo tecnológico. Las tecnologías digitales son actualmente indispensables en los entornos laborales, sociales, económicos, deportivos, artísticos, culturales, científicos y académicos constituyéndose como un elemento esencial para la capacitación académica y profesional. Todo ello, pone de manifiesto la necesidad de una transformación digital docente y la adquisición de competencias tecnológicas que respondan a los desafíos actuales y de esta forma ofrecer una formación integral para la vida, permitiendo la evolución en la era digital y abriendo caminos hacia nuevas prácticas pedagógicas, significativas e innovadoras. El presente estudio se centra en analizar los diferentes marcos competenciales existentes necesarios para que el docente pueda desarrollarse a lo largo de su carrera profesional y personal, así como también la importancia de evaluar su nivel competencial y saber diagnosticar, de esta forma, las CDD adquiridas a través de diversos instrumentos de diferentes tipologías creados para ello.
MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.
The technologization of society presents a great challenge for education in the twenty-first century; there is a need to face that challenge to be able to promote quality digital literacy. The use of the teacher’s digital competence in terms of the safe and critical use of technologies is one of the key competencies that can guarantee educational success. The present study analyzes the reliability and validity of the DigCompEdu questionnaire for future teachers within the framework of digital competence improvement. This tool is centered on teacher orientation, with respect to their level of competence, through a self-evaluation of their strengths and needs for improvement in digital learning, according to its different dimensions: digital literacy, communication and collaboration with the organization; search and treatment of data, digital socialization; technological creativity and innovation. For its development, the exploratory and confirmatory factorial analysis (EFA and CFA) technique was utilized via structural equation modeling (SEM). A total of 1659 professors, who are employed at a university in Peru, completed the questionnaire. The analyses that were performed corroborated the reliability and validity of the instrument, as well as the different possibilities guaranteed by the validation method via structural equations. We underline the need to offer training for professors in the area of digital competence and endorse methodologies based on competencies that guarantee the use of valid and reliable tools.
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