Competencias digitales de los docentes de Educación Básica que participan en un Programa de capacitación semipresencial en tecnología
Date
2020-11-05
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Pontificia Universidad Católica del Perú
Abstract
La presente investigación se busca dar respuesta a cuál es el nivel de competencia
digital de los docentes de Educación Básica que participan en un Programa de
capacitación semipresencial educativo en tecnología; con la finalidad de poder
identificar si los cursos de capacitación que brinda este programa educativo desarrollan
la competencia digital de los docentes en cada una de las cinco áreas que la componen.
El diseño metodológico es cuantitativo y descriptivo y se utilizó un cuestionario que está
compuesto de 54 ítems distribuidos en las cinco áreas (Información y alfabetización
informacional, Comunicación y colaboración, Creación de contenidos digitales,
Seguridad y Resolución de problemas) que valoran dos escalas: conocimiento y uso.
Entre los resultados obtenidos se destaca que en la escala Conocimiento los docentes
tienen un mayor porcentaje (64%) en el área de Comunicación y Colaboración en la
cual se evidencia que 19 docentes (8%) se encuentran en un nivel básico, 90 profesores
(36%) tienen un nivel intermedio y 51 educadores (20%) tienen un nivel avanzado. Sin
embargo, en el área de Creación de contenidos digitales tienen el menor porcentaje
(52%) porque 41 docentes (13%) se encuentra en un nivel básico, 92 profesores (30%)
han alcanzado un nivel intermedio y 27 educadores (9%) se encuentran en un nivel
avanzado. Con respecto a la escala Utilizo se evidenció que el área de Comunicación y
Colaboración, nuevamente obtuvo un mayor porcentaje (60%) evidenciando que 24
docentes (9%) se encuentran en un nivel básico, 100 educadores (38%) se encuentran
en un nivel intermedio y 35 educadores (13%) han alcanzado un nivel avanzado. Por lo
tanto, se pone de manifiesto que, en cada una de las áreas, según los resultados
obtenidos, los docentes se encuentran en un nivel intermedio.
This research seeks to respond to what is the level of digital competence of teachers in Basic Education who participate in a program of semipresencial educational training in technology; with the proposal of being able to identify if the training courses offered by this educational program develop the digital competence of teachers in each of the five areas they comprise. The methodological design is quantitative and descriptive and a questionnaire is required that is composed of 54 items that are distributed in the five areas (Information and information literacy, Communication and collaboration, Creation of digital content, Security and Problem Solving) that assess two scales: knowledge and use. Among the results obtained, it is noted that in the Knowledge scale, teachers have a higher percentage (64%) in the area of Communication and Collaboration in which it is evident that 19 teachers (8%) are at a basic level, 90 teachers ( 36%) have an intermediate level and 51 educators (20%) have an advanced level, but in the area of Digital Content Creation they have the lowest percentage (52%) because 41 teachers (13%) are at a basic level, 92 teachers (30%) have found an intermediate level and 27 educators (9%) have found an advanced level. With respect to the scale I use, it is evident in the area of Communication and Collaboration, again, a higher percentage (60%) is obtained, showing that 24 teachers (9%) are at a basic level, 100 educators (38%) are at an intermediate level and 35 educators (13%) have advanced an advanced level. Therefore, it becomes clear that, in each of the areas, according to the results found, teachers are at an intermediate level.
This research seeks to respond to what is the level of digital competence of teachers in Basic Education who participate in a program of semipresencial educational training in technology; with the proposal of being able to identify if the training courses offered by this educational program develop the digital competence of teachers in each of the five areas they comprise. The methodological design is quantitative and descriptive and a questionnaire is required that is composed of 54 items that are distributed in the five areas (Information and information literacy, Communication and collaboration, Creation of digital content, Security and Problem Solving) that assess two scales: knowledge and use. Among the results obtained, it is noted that in the Knowledge scale, teachers have a higher percentage (64%) in the area of Communication and Collaboration in which it is evident that 19 teachers (8%) are at a basic level, 90 teachers ( 36%) have an intermediate level and 51 educators (20%) have an advanced level, but in the area of Digital Content Creation they have the lowest percentage (52%) because 41 teachers (13%) are at a basic level, 92 teachers (30%) have found an intermediate level and 27 educators (9%) have found an advanced level. With respect to the scale I use, it is evident in the area of Communication and Collaboration, again, a higher percentage (60%) is obtained, showing that 24 teachers (9%) are at a basic level, 100 educators (38%) are at an intermediate level and 35 educators (13%) have advanced an advanced level. Therefore, it becomes clear that, in each of the areas, according to the results found, teachers are at an intermediate level.
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Keywords
Tecnología educativa, Maestros--Capacitación en servicio
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