Digital competences in university teachers in the light of virtual education
DOI:
https://doi.org/10.61303/2735668X.v1i1.15Keywords:
Competencias digitales, Educación superior, Docente Universitario, PedagogíaAbstract
The present work aimed to characterize the characterization of digital competences in the pedagogical dimension in the teachers of the Arturo Prat University in the face of the implementation of emerging virtual education. For this, the work ICT competencies and standards for the teaching profession and the ICT competency framework for teachers were considered. The study is descriptive and qualitative. Among the most relevant results is that the master class predominates in the methodology and that there is a concern about the lack of control of validation of the identity of the students in the evaluations. In conclusion, the teachers have made a comparison from the face-to-face class to the virtual class, where the same rules and methods are transferred to virtuality. This type of study reveals that more than 10 years after declaring digital skills in teachers as fundamental, instrumental use persists. It is worth mentioning that the present study is only the first version of a more robust analysis that will integrate all the dimensions.
Downloads
References
Bentes, J., Ortiz, L., y Cuadra, F. (2017). Las TIC en la integración curricular transversal del quehacer educativo. Conhecimento & Diversidade, 9(17), 48-60. DOI: https://doi.org/10.18316/rcd.v9i17.3736
Cauas, D. (2015). Definición de las variables, enfoque y tipo de investigación. Bogotá: biblioteca electrónica de la universidad Nacional de Colombia, 2, 1-11. https://bibliotecas.unal.edu.co/
Congreso Nacional de Chile (1 de julio de 2009). Decreto [decreto 256 de 2009]. http://bcn.cl/2f8jd
Cucinotta, D., y Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic. Acta Biomed, 91(1), 157-160. https://doi.org/10.23750/abm.v91i1.9397
Duk, C., Loren, C., y Fuenzalida, I. (2009). Criterios y orientaciones de flexibilización del currículo para atender la diversidad en los distintos niveles y modalidades de enseñanza. Informe Final, junio. Recuperado de: https://especial.mineduc.cl/wp-content/uploads/sites/31/2016/08/Criterios_Orientaciones_Flexibilizacion_Curricular-2009.pdf
Dussel, I. y Quevedo, L. (2010). Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital. Santillana.
Fernández-Regueira, U., Gewerc, A., y Llamas-Nistal, M. (2020). El profesorado universitario de Galicia y la enseñanza remota de emergencia: condiciones y contradicciones. Campus Virtuales, 9(2), 9-24.
Gutiérrez, A., y Tyner, K. (2012). Educación para los medios, alfabetización mediática y competencia digital. Comunicar, 19(38), 31-39. DOI: https://doi.org/10.3916/C38-2012-02-03
Irigoin, M., y Vargas, F. (2002). Competencia laboral: manual de conceptos, métodos y aplicaciones en el sector salud. CINTERFOR. https://www.oitcinterfor.org/sites/default/files/file_publicacion/man_ops.pdf
Pozos Pérez, K. V., y Tejada Fernández, J. (2018). Competencias digitales en docentes de educación superior: niveles de dominio y necesidades formativas. Revista Digital de Investigación en Docencia Universitaria, 12(2), 59-87. http://dx.doi.org/10.19083/ridu.2018.712 DOI: https://doi.org/10.19083/ridu.2018.712
Soriano, I. (2015). El ser docente digital en el siglo XXI. ¿Hacia dónde vamos? Revista Educación y Tecnología de la Sociedad Mexicana de Computación en la Educación (SOMECE),3(8), 46-66.
UNESCO (2019). Marco de competencias de los docentes en materia de TIC (Versión 3). Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, París, Francia.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 DUCERE. Revista de Investigación Educativa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
