Autopercepción inicial y nivel de competencia digital del profesorado universitario

Sanchéz, Raquel Barragán; Cejudo, María del Carmen Llorente; Gavira, Sonia Aguilar; Gavira, Remedios Benítez

doi:10.35699/1983-3652.2022.36032

Cited by 15 publications

(14 citation statements)

References 10 publications

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“…From the results found, it is observed that teachers' competence levels are located between the level of integrator (B1) and expert (B2), as in the research by Barragán, et. al (2021), Boté-Vericad, et.…”

Section: Discussionsupporting

confidence: 54%

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Reyes,

Gurubel-Tec

2024

INT J INSTRUCTION

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Since there is a lack of information on the level of digital competence of secondary school teachers in the Mayan region of Mexico, a preliminary study was conducted to identify the level of digital competence and whether there are differences in the level of digital competence of teachers with socioeconomic variables. The DigCompEdu Check-In instrument was administered to 462 teachers; global and area competency levels were obtained, as well as analysis of means and standard deviations and comparisons using the t-test for independent samples; the Kruskal-Wallis test was also used to find differences. Among the results it was found that 45.2% of teachers are at intermediate levels of digital competence, also that there are differences in the level of digital competence between teachers in urban and rural areas; in addition, it was found that variables such as level of studies, number of social networks and class hours are related to the level of digital competence. With the information obtained, some actions can be defined to be carried out in the next stages of the research, such as working with more teachers and involving their students. The main contribution of this research is to have information on the digital competencies of teachers in the Mayan area of Mexico.

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Section: Discussionsupporting

confidence: 54%

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Reyes,

Gurubel-Tec

2024

INT J INSTRUCTION

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“…In the case of the second variable that has been studied, the daily amount of time using technology in the teaching profession, there are also similar studies as the one carried out by Barragán-Sánchez et al [11], which show that the level of digital competence does not correspond with the amount of time using technology in the classroom.…”

mentioning

confidence: 66%

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

2023

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The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, which provides foreign language education. Specifically, we aim to assess their level of digital proficiency in relation to their experience and use of information and communication technology (ICT) in the classroom. We also analyze how the March 2020 lockdown impacted their confidence levels in utilizing ICT in their teaching practices. One hundred and four teachers took part in the study and answered the DigCompEdu check-in questionnaire. The findings indicate that teachers’ overall self-assessment of their digital competence is low, with particular attention needed in the least developed areas, which is the facilitation of digital proficiency to students. Additionally, there are noteworthy differences in the variables of ICT experience and confidence. For example, the amount of time spent utilizing ICT in teaching does not necessarily correlate with teaching proficiency. Based on these results, we discuss potential strategies for enhancing digital competence in this educational group and propose some curriculum content for teacher training in digital competence.

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“…Finally, the pilot experience can increase and lead institutions regarding the strategies to follow in order to establish strategies for teacher training in digital competences for teachers. In this sense, the present study offers the possibility of looking at the training environment as a training plan that, thanks to its architecture, is offered for teacher training through a training offer of different levels linked to the European Framework for Digital Competence in Education: DigCompEdu [37].…”

Section: Discussionmentioning

confidence: 99%

Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment

et al. 2023

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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.

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Autopercepción inicial y nivel de competencia digital del profesorado universitario

Cited by 15 publications

References 10 publications

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Digital Competence of Teachers in the Mayan Region of Mexico: Results of a Preliminary Research in Secondary Education

Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework

Development of Digital Teaching Competence: Pilot Experience and Validation through Expert Judgment

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