Competencias digitales de docentes de educación secundaria en una provincia del centro del Perú

Fabián, Jhon Richard Orosco; Huaytalla, Rocío Pomasunco; Galindo, Wilfredo Gómez; Samaniego, Edwin Salgado; Colachagua-Calderón, Deysi Alina

doi:10.15359/ree.25-3.34

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…From there, the level of detail in the characterization of competency levels proposed by the most commonly used frameworks (six levels in the European frameworks) explains, in part, the preference for their use by researchers [19], [36], [10], [22], [31], by allowing to formulate more consistently the equivalences between the instruments [34], [21], [42], [45], [38], and the expected results in the studies and to see their cognitive evolution from the novice to the pioneer level [30], [33], [17], [37], [50]. Only some studies are cited here, the entirety can be seen in the list of references.…”

Section: Discussionmentioning

confidence: 99%

“…There may be a discrepancy in designing face-to-face teaching for digital competence in contexts that need more technological requirements of connectivity and equipment. This situation impacts many educational institutions in Latin America, especially those in the official, rural, and provincial sectors [45]. Therefore, virtual instruction offers a viable alternative.…”

Section: Discussionmentioning

confidence: 99%

“…A significant finding pertains to the most prevalent techniques for instrument reliability, validation, and data analysis [17], [31], [43], [24], [37]. Regarding reliability, Cronbach's alpha was identified as the primary measure [42], [23], [30], [45], [49]. Secondly, regarding validation, the experts' method was the most widely used [17], [43], [30], [53], [39].…”

Section: Figure 3 Tdc Frames Of Reference Used In Diagnostic Assessme...mentioning

confidence: 99%

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Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Banoy-Suarez,

González-Reyes

2024

TEM Journal

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To improve the quality of education, educators must be provided with updated curricular proposals, resources, and tools to optimize and develop their digital competencies regularly. This systematic literature review aims to investigate the association between frameworks, training, and diagnostic strategies used from 2017 to October 2022 to enhance the digital proficiency of secondary school educators. The PRISMA methodology guidelines were followed. From 589 documents in Scopus and after the identification, screening, eligibility and inclusion phases, an in-depth sample analysis (n=29) was performed with ATLAS.ti. The study identified DigCompEdu, DigComp and the INTEF framework as the primary sources of reference for creating of face-to-face and online training programs. Ad hoc diagnostic research and the application of established tools were predominantly led by Spain and Portugal. Three aspects stand out: a growing trend to develop digital competencies comprehensively and not only at the instrumental level; however, it is recognized that some proposals focus on the identification and improvement of specific sub-competencies. Secondly, there is a need to create permanent communication channels to update and improve the different dimensions of the digital competence of teachers through contributions, questions and experiences shared in virtual communities, not only during training. Lastly, there is the possibility of creating digital certification systems for new levels of competence with alternatives such as micro-credentials.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Figure 3 Tdc Frames Of Reference Used In Diagnostic Assessme...mentioning

confidence: 99%

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Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Banoy-Suarez,

González-Reyes

2024

TEM Journal

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“…For this reason, as Orosco-Fabian [26] concludes in his research that it is important to prepare the reflexive integration of digital skills in teacher training programs and thus optimally face tomorrow's challenges in learning sessions. .…”

Section: Alternative Hypothesis (H1)mentioning

confidence: 99%

Didactic digital skills and virtual education in times of COVID-19.

Cantoral¹,

Durand²,

Suarez³

et al. 2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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This study aims to establish the relationship between instrumental digital competencies and virtual education in times of covid-19. Its approach is quantitative, descriptive, correlational, and cross-sectional. The population consisted of 5940 students from seven faculties of a public university in Lima, distributed in 53 study programs of the 2021-I academic cycle. A representative probability sample of 360 was established. These results are encouraging since they show that teachers are integrating ICT in the teaching-learning process. For example, 66.7% of students have perceived habitual management of technological tools in virtual classroom environments; this being a good level of didactic digital skills. It is necessary to continue working to improve these indices and adapt to the demands of an increasingly technological world.

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“…También, el Ministerio de Educación (MINEDU) implementó "Aprendo en casa" la plataforma que ofrece herramientas y recursos al alcance. Durante la etapa más crítica de la pandemia por COVID-19, fue televisada en canales nacionales y radio, en apoyo al sector rural, con la finalidad de propiciar recursos al personal educativo como afianzar y construir nuevos aprendizajes centrados en el uso de la TIC (Orosco-Fabian et al, 2021). Respecto al espacio local, Campos et al (2020) exponen mediciones a la competencia digital en pre grado, revelando la necesidad de futuros profesores en asumir habilidades que avalen el uso de nuevos recursos y actitudes positivas frente a la innovación tecnológica, promoviendo a su vez, una cultura digital coherente a las necesidades del momento.…”

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Digital Time With Parents para mejorar las competencias digitales básicas en educación inicial

Osores

Doig²

2023

EEC

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Existen muchos estudios de tecnología digital en profesores y estudiantes, sin embargo, en padres de familia la literatura previa es escasa, posiblemente porque no se había considerado la importancia de las tecnologías de la información en esta población, más aún en circunstancias por las que se convirtieron en coprotagonistas de los procesos educativos en la virtualidad. El estudio se propuso aplicar talleres para mejorar las competencias digitales básicas en educación inicial. Procede con el diseño pre experimental (pre y pos prueba) para una muestra de 42 participantes seleccionada por muestreo no probabilístico intencionado y como resultado relevante cuenta, que la mayoría de los sujetos participantes, elevaron en 11 puntos los promedios iniciales, hallazgos verificados luego de la aplicación del programa. Del estudio se concluye que una causa determinante sobre las debilidades anunciadas se debe a que los sujetos participantes no corresponden a la generación tecnológica, constituyendo desafío que afrontaron docentes, padres y niños. Finalmente, se logró determinar que el programa contribuye a los desempeños de los acompañantes en la educación remota y por ende mejora los aprendizajes de niños y niñas en aras de fortalecer procesos pedagógicos mediados por la tecnología digital.

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Competencias digitales de docentes de educación secundaria en una provincia del centro del Perú

Cited by 11 publications

References 10 publications

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Didactic digital skills and virtual education in times of COVID-19.

Digital Time With Parents para mejorar las competencias digitales básicas en educación inicial

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