Competencia Digital Docente en los Institutos Superiores de Formación de Maestros: Caso de República Dominicana

Díaz, Roselina Pérez

doi:10.12795/pixelbit.2019.i55.05

Cited by 14 publications

(12 citation statements)

References 8 publications

(9 reference statements)

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“…Regarding the teaching dimension, the most-used resources in all branches were word processors and multimedia presentations, with the use of both resources being slightly higher in the science and engineeringarchitecture branch. These results are consistent with those obtained by Carrera and Coiduras (2012), Fernández-Márquez et al (2018), and Pérez- Díaz (2019) which also found that, in the teaching dimension, the aforementioned resources were more commonly used than in the other dimensions, although in these studies they were more important in the social-legal sciences. University teachers made medium-high use of Google+ collaboration, with the usage being slightly higher in the social-legal sciences branch, and there was medium-high use of virtual learning platforms in all branches, though slightly higher use was recorded in the science and engineering-architecture branch.…”

Section: Discussionsupporting

confidence: 92%

“…On the other hand, teachers who work in the human and social sciences field still use ICT in a traditional way to transmit information to their students, including through virtual classrooms, to plan their classes and even to evaluate their students (Lorenzo , 2018), considering their low level of technological knowledge (Ladrón-de-Guevara, Almagron, & Cabero, 2019). Teachers in the education sciences field state that they fluently use communication tools, word processors, and online documentation, and report challenges when using online editing tools, online information management, collaborative online work, web 2.0 tools, and multimedia content creation (Carrera & Coiduras, 2012;Pérez-Díaz, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Guillén‐Gámez

Mayorga-Fernández

Ramos

2020

CONTEMP EDUC TECHNOL

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The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and sociallegal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Guillén‐Gámez

Mayorga-Fernández

Ramos

2020

CONTEMP EDUC TECHNOL

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“…For example, engineering teachers are in constant use with technologies, however, as pointed out by Rodriguez and Martinez (2015), they do not use them from a didactic point of view. These findings are important so that when training courses for teachers are carried out, each area of knowledge has the appropriate course for its pedagogical or instrumental deficiencies, allowing for a correct use of the technology in the different teaching-learning scenarios (Cabero-Almenara and Barroso 2016; Pozos and Tejada 2018;Mercader 2019Mercader , 2020Pérez-Díaz 2019;Guillén-Gámez and Mayorga-Fernández, 2020b;Padilla-Hernández et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, there are few studies that jointly analyze and compare the DCE in each of the fields of knowledge where the professors are ascribed to, with the aim of establishing specific training actions that are adapted to the professional context within which the professors develop their academic work. Reducing this training deficit will allow the correct use of the technology in teaching-learning scenarios that are suitable to their educational and research profiles (Cabero-Almenara and Barroso 2016;Pozos and Tejada 2018;Mercader 2019Mercader , 2020Pérez-Díaz 2019;Guillén-Gámez and Mayorga-Fernández 2020a;Padilla-Hernández et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

et al. 2021

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The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

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“…Diversos estudios han indagado en la CDD en distintos ámbitos. Tres investigaciones en contextos de educación superior, concuerdan en que los docentes tienen dominio de herramientas de comunicación y procesadores de texto, pero manifiestan debilidades en el trabajo colaborativo en red, las utilización de herramientas de la Web 2.0 y/o la creación de contenidos multimedia (Carrera & Coiduras, 2012;Pérez-Díaz, 2019;Ríos, Gómez, & Rojas, 2018). Una investigación con una muestra de 206 profesores universitarios españoles, evidenció que un 96% posee competencia digital en la búsqueda de información, sin embargo, sólo un 29% es competente en la utilización de espacios de trabajo colaborativo mediante TICs (San Nicolás, Fariña, & Area, 2012).…”

Section: __________________unclassified

Competencia digital de docentes de Ciencias de la Salud de una universidad chilena

Calderón¹,

Jara²

2019

Pixel-Bit

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Formato de la revista: 16,5 x 23,0 cm Los recursos incluidos en Píxel Bit están sujetos a una licencia Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported (Reconocimiento-NoComercial-CompartirIgual)(CC BY-NC-SA 3.0), en consecuencia, las acciones, productos y utilidades derivadas de su utilización no podrán generar ningún tipo de lucro y la obra generada sólo podrá distribuirse bajo esta misma licencia. En las obras derivadas deberá, asimismo, hacerse referencia expresa a la fuente y al autor del recurso utilizado. ©2019 Píxel-Bit. No está permitida la reproducción total o parcial por ningún medio de la versión impresa de la Revista Píxel-Bit.

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Competencia Digital Docente en los Institutos Superiores de Formación de Maestros: Caso de República Dominicana

Cited by 14 publications

References 8 publications

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges

Competencia digital de docentes de Ciencias de la Salud de una universidad chilena

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