Digital competencies of Peruvian teachers in basic education

Abstract

Digital teaching competence is directly related to the knowledge, use of Information and Communication Technologies (ICTs). Its use in educational contexts and processes seeks to integrate technology and pedagogy. The objectives of this study are to evaluate the level of Digital Teaching Competencies (DTCs) possessed by basic education (BE) teachers in different Peruvian schools and their comparison by competency area, considering sociodemographic factors. The research responds to a quantitative methodological approach. A non-experimental design of a comparative descriptive type was used, and a non-probabilistic purposeful sampling was applied. A total of 3,142 BE teachers participated in the study, including the educational levels of preschool (0–5 years), primary school (6–11 years), and Secondary school (12–16 years), belonging to public institutions located in rural and urban areas of the province of Arequipa (Peru). The instrument developed in the European Framework of Digital Competence, DigCompEdu Check-In, was applied. This instrument aimed to measure teachers’ level of competence in the digital domain. The main results show that a more significant number of teachers present an Integrator competence level (B1), followed by the Expert level (B2), and the Explorer level (A2). Furthermore, low percentages are observed in the most advanced leadership levels, Leader (C1) and Pioneer (C2), in the use of ICTs. The results obtained suggest implementing new strategies to improve DTCs. Based on critical conceptions, technology constitutes an essential tool for education in the twenty first century.

Digital Teaching Competence among Teachers of Different Educational Stages in Spain

“…Based on the pre-established levels in the questionnaire taken as a reference [5], it is clear that the teachers in the sample show an intermediate level, mainly collected between the levels (B1 and B2), with a small part of the sample in the pioneer and leader levels; there is also a small part located in the lower competence stages (A1 and A2), all of which is in line with previous studies such as those of Casal-Otero et al [11], Torres-Barzabal et al [6] and Hurtado-Mazeyra et al [16] among others, where the participating teachers also have intermediate levels of competence and the extremes of competence are polarised by minorities, those who lack skills and abilities for the technologies, and those who have an excellent level of mastery. Likewise, and in line with the study carried out by Rodríguez-Hoyos et al [17], it can be assumed that teachers, in relation to the teaching-learning processes, try to involve technologies to escape from traditional models and offer students a guiding thread that allows them to be participants in their learning.…”

Digital Teaching Competence According to the DigCompEdu Framework. Comparative Study in Different Latin American Universities

“…The first conclusion of the study is the reliability and validity of the diagnostic instrument used. This result is in line with those found in other studies in different European contexts (Barzabal, Gimeno, Martínez, & Rodríguez, 2022;Boté-Vericad, Palacios-Rodríguez, Gorchs-Molist, & Llorente-Cejudo, 2023;Cabero-Almenara, Barroso-Osuna, Rodríguez-Gallego, & Palacios-Rodríguez, 2020;Ghomi & Redecker, 2019;Hurtado-Mazeyra, Núñez-Pacheco, Barreda-Parra, Guillén-Chávez, & &turpo Gebera, 2022;Lucas, Bem-Haja, Siddiq, Moreira, & Redecker, 2021;Martín-Párraga, Llorente-Cejudo, & Barroso-Osuna, 2022). In summary, it can be said that it is a reliable and valid instrument for measuring teachers' digital competence.…”

“…The findings coincide with those obtained in other research (Mañanes & García-Martín, 2022). However, it should be considered that the findings regarding this variable are not conclusive; thus, we find research where the highest ratings are made by teachers (Fernández-Sánchez & Silva-Quiroz, 2022;Hurtado-Mazeyra et al, 2022;Lucas, Bem-Haja, et al, 2021) and in others no such differences have been obtained (Marimon-Martí, Romeu, Ojando, & González, 2022;Sales, Cuevas-Cerveró, & Gómez-Hernández, 2020;Tondeura, Aesaertb, Prestridge, & Consuegraa, 2018;Usart, Lázaro, & Gisbert, 2021). This may lead us to conclude that the differences in this variable are rather random and highly contextual.…”

Perspectives on the use of the Fraction Strips application in teaching fractions

“…Figura 2. Implementación de la metodología PACIE Fuente: Lesh (1979) Durante el taller, se utilizó la metodología PACIE para llevar a cabo la capacitacion virtual a través de Google Meet, siguiendo los tres primeros niveles de apropiación tecnológica propuestos por Hooper & Rieber (1995). En el nivel de Familiarización, se presentó por primera vez el manipulativo virtual Fraction Strips y se mostró el manual con las funciones, lo que permitió a los profesores tener un primer acercamiento a este recurso educativo.…”

“…En el contexto actual, los docentes peruanos se ven obligados a formarse en el manejo de las Tecnologias de la Informacion y Comunicacion (TIC), especificamente en las competencias digitales, alcanzado niveles intermedios de desarrollo (Hurtado-Mazeyra et al, 2022). Se ven, asimismo, inducidos a implementarlas como estrategias didácticas en sus clases de matemáticas (Sandoval, 2020).…”