Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador

Abstract

standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solving

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

“…One of the recurrent justifications regarding the insistence that university teachers be "digitally competent" is based on the importance placed on their requirement to be able to meet the challenges posed by technology now on a global scale. Higher education institutions and their educators have to accept the changes in the world regarding technology [16] and so consequently need to abide by a new set of educational priorities [19]. According to Mendieta [20], nowadays, educating oneself is more complex and varied than it has ever been before.…”

“…For some of the authors in the study, digital competences for teachers imply acquiring basic digital skills or skills of a technical nature [37]. This suggests the use of digital tools for searching, selecting, analyzing and processing information [12,43,19] either in a personal or professional context [44]. A related practice is known as "content curation" [24].…”

“…It also includes development of communication and social skills [45,32,11] which involves: the use of technology, social networks for collaborative work, and personal communication and interaction among colleagues, the student body and the community in general [46,44,45]. Furthermore, it entails the ability to create documents and content using multimedia language in multiple and open formats [43,47,19,11,48,35]. In addition to these basic digital skills at the informational, communicative or multimedia level, several of the selected authors point to the crucial importance of being familiar with the ethical, legal, safety and ergonomic aspects of the use of technologies [46,49,37].…”

La competencia digital docente y su impacto en el proceso de enseñanza–aprendizaje de la matemática

“…En este escenario, las instituciones de educación superior tienen el enorme compromiso de replantearse nuevas prioridades educativas en el ámbito educativo, orientando la concepción de la educación y sus enfoques pedagógicos hacia una visión integral y holística del quehacer educativo. La tecnología proporciona una amplia gama de recursos disponibles para apoyar el aprendizaje de la matemática (Revelo, Revuelta y González-Pérez, 2018) dentro y fuera del aula, experimentado ingentes cambios dentro del sistema educativo actual. Así, el papel a jugar por las TIC en el proceso educativo es relevante ya que aportan la posibilidad de flexibilizar y mejorar procesos que inciden directamente en el aprendizaje, la organización escolar o la comunicación con la comunidad, entre otros(González-Pérez y De Pablos, 2015).…”

Prediction of Factors That Affect the Knowledge and Use Higher Education Professors from Spain Make of ICT Resources to Teach, Evaluate and Research: A Study with Research Methods in Educational Technology

“…In recent years, the great advances that have taken place in Information and Communication Technologies (ICT) have led to the development of a so-called Information and Communication Society [1]. This has led to the emergence of a wide range of studies that aim to understand how ICT is influencing the construction of this new knowledge society [2][3][4].…”