La competencia digital y el uso de herramientas tecnológicas en el profesorado universitario

  1. Pérez-López, Eva 1
  2. Alzás García, Teresa 1
  1. 1 Universidad de Extremadura, España
Journal:
Revista de estilos de aprendizaje = Journal of Learning Styles

ISSN: 2332-8533,  1988-8996

Year of publication: 2023

Issue Title: Digital and 21st Century Skills: New Challenges in Higher Education

Volume: 16

Issue: 31

Pages: 69-81

Type: Article

DOI: 10.55777/REA.V16I31.5364 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de estilos de aprendizaje = Journal of Learning Styles

Abstract

The use of technology in Higher Education is essential due to its impact on the development of the competences and skills necessary for the 21st century. The aim of the study was to evaluate the digital mastery of the teaching staff in different competence areas, the frequency of the use of technological tools in the teaching process, and the possible relationship between both constructs. To this end, a quantitative study was designed through a descriptive and inferential cross-sectional analysis in which 220 teachers from a Spanish university participated. The most relevant findings show that teachers have an intermediate level of proficiency with variations depending on the competence areas. They also indicate that teachers use more frequently those tools that do not require a high pedagogical and didactic domain of technologies. Finally, they note that teachers with a medium or advanced domain in all competence areas make more frequent use of technologies with a strong pedagogical-didactic component. The study points out the need to provide training focused on this component to improve teachers’ digital competence and the use of technological tools. Future lines of research are indicated to validate these preliminary findings.

Bibliographic References

  • Alarcón, R., Jiménez, E.P, & Vicente‐Yagüe, M.I. (2020). Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. British Journal of Educational Technology, 51(6), 2407–2421. https://doi.org/10.1111/bjet.12919
  • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
  • Area-Moreira, M. (2018). Hacia la universidad digital: ¿dónde estamos y a dónde vamos? RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 25. https://doi.org/10.5944/ried.21.2.21801
  • Area-Moreira, M., Hernández-Rivero, V., & Sosa-Alonso, J.J. (2016). Models of educational integration of ICTs in the classroom. Comunicar, 24(47), 79–87. https://doi.org/10.3916/C47-2016-08
  • Arnal, J., Rincón, D., & Latorre, A. (2003). Bases metodológicas de la investigación educativa. Ediciones Experiencia S.L.
  • Barada, V., Doolan, K., Burić, I., Krolo, K., & Tonković, Z. (2020). Student Life during the COVID-19 Pandemic Lockdown: Europe-Wide Insights. European Student’s Union. https://files.eric.ed.gov/fulltext/ED614412.pdf
  • Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2020). Digital Competences Relationship between Gender and Generation of University Professors. International Journal on Advanced Science, Engineering and Information Technology, 10(1), 205–211. https://doi.org/10.18517/ijaseit.10.1.10806
  • Biel, L. A.; Ramos, E. A. (2019). La competencia digital docente del profesor universitario 3.0. Caracteres, estudios culturales y críticos de la esfera digital, 8(2), 205¬–2236. https://acortar.link/v0CvRf
  • Bilbao-Aiastui, E., Arruti, A., & Carballedo, R. (2021). A systematic literature review about the level of digital competences defined by DigCompEdu in higher education. Aula Abierta, 50(4), 841–850. https://doi.org/10.17811/rifie.50.4.2021.841-850
  • Buckingham, S., & Deakin, R. (2016). Learning Analytics for 21st Century Competencies. Journal of Learning Analytics, 3(2), 6–21. https://doi.org/10.18608/jla.2016.32.2
  • Bustos, J., Mellen, T., & Nicolas-Sans, R. (2021). University Teaching Planning in Times of COVID-19: Analysis of the Catalan Context and Proposal for a Future Model from ESIC Business and Marketing School Experience. Sustainability, 13, 5936. https://doi.org/10.3390/su13115936
  • Cabero-Almenara, J., Barroso-Osuna, J., Gutiérrez-Castillo, J.J., & Palacios-Rodríguez, A. (2021a). The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain). International Journal of Environmental Research and Public Health, 18(5), 2552. https://doi.org/10.3390/ijerph18052552
  • Cabero-Almenara, J., Guillén-Gámez, F. D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021b). Classification models in the digital competence of higher education teachers based on the DigCompEdu Framework: logistic regression and segment tree. Journal of E-Learning & Knowledge Society, 17(1), 49–61. https://doi.org/10.20368/1971-8829/1135472
  • Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Marco Europeo de Competencia Digital Docente «DigCompEdu». Traducción y adaptación del cuestionario «DigCompEdu Check-In». EDMETIC, 9(1), 213–234. https://doi.org/10.21071/edmetic.v9i1.12462
  • Campoy, T. J., Torres, E. N., & Mónico, A. (2021). Competencia digital del profesorado universitario ante la COVID-19, en Paraguay. Revista Paraguaya de Educación a Distancia, 2(2). https://cutt.ly/DN3tELD
  • Cheng, S.L., Chang, J.C., & Romero, K. (2022). Are Pedagogical Beliefs an Internal Barrier for Technology Integration? The Interdependent Nature of Teacher Beliefs. Education and Information Technologies, 27. 5215–5232. https://doi.org/10.1007/s10639-021-10835-2
  • Cifuentes-Faura, J. (2020). Docencia online y Covid-19: la necesidad de reinventarse. Revista de Estilos de Aprendizaje, 13(Especial), 115–127. https://doi.org/10.55777/rea.v13iEspecial.2149
  • Consejo de la Unión Europea. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Diario Oficial de la Unión Europea. https://acortar.link/v0CvRf
  • Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121, 106793. https://doi.org/10.1016/j.chb.2021.106793
  • del Prete, A., & Cabero-Almenara, J. (2019). The learning management system: Variables that determine its use. Apertura, 11(2), 138–153. https://doi.org/10.32870/Ap.v11n2.1521
  • Esteve-Mon, F. M., Llopis-Nebot, M. A., & Adell-Segura, J. (2020). Digital Teaching Competence of University Teachers: A Systematic Review of the Literature. IEEE Revista Iberoamericana de Tecnologías Del Aprendizaje, 15(4), 399–406. https://doi.org/10.1109/RITA.2020.3033225
  • Fernández-Batanero, J. M., Román-Graván, P., Montenegro-Rueda, M., López-Meneses, E., & Fernández-Cerero, J. (2021). Digital Teaching Competence in Higher Education: A Systematic Review. Education Sciences, 11, 689. https://doi.org/10.3390/educsci11110689
  • Gallego, S., Matarín E., & Fondón, A. (2020). Didáctica digital pre-pandémica. Punto de partida para una transformación educativa en la enseñanza superior. Revista de Estilos de Aprendizaje, 13(Especial), 5–16. https://doi.org/10.55777/rea.v13iEspecial.2234
  • García, J., & García, S. (2021). Uso de herramientas digitales para la docencia en España durante la pandemia COVID-19. Revista Española de Educación Comparada, 38(extra 2021), 151–173. https://doi.org/10.5944/reec.38.2021.27816
  • García-Peñalvo, F. J., & Corell, A. (2020). La COVID-19: ¿enzima de la transformación digital de la docencia o reflejo de una crisis metodológica y competencial en la educación superior? Campus Virtuales, 9(2), 83–98. http://hdl.handle.net/10366/144140
  • Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2021a). Analysis of Teachers’ Pedagogical Digital Competence: Identification of Factors Predicting Their Acquisition. Technology, Knowledge, and Learning, 26(3), 481–498. https://doi.org/10.1007/s10758-019-09432-7
  • Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & del Moral, M. T. (2020). Comparative research in the digital competence of the pre-service education teacher: face-to-face vs blended education and gender. Journal Of E-Learning and Knowledge Society, 16(3), 1–9. https://doi.org/10.20368/1971-8829/1135214
  • Guillén-Gámez, F. D., Cabero-Almenara, J., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2021b). Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09531-4
  • Hietanen, M., & Svedholm-Häkkinen, A. M. (2022). Transition to Distance Education in 2020 – Challenges among University Faculty in Sweden. Scandinavian Journal of Educational Research, 1–14. https://doi.org/10.1080/00313831.2021.2021444
  • INTEF. (2017). Marco Común de Competencia Digital Docente. https://cutt.ly/cN3as9L
  • INTEF. (2022). Marco de Referencia de la Competencia Digital. https://acortar.link/zV1gO4
  • Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts’ views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. https://doi.org/10.1016/j.compedu.2013.06.008
  • Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills. Sustainability, 12(13), 5339. https://doi.org/10.3390/su12135339
  • Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/j.compedu.2020.104052
  • Marcelo-García, C., Yot-Domínguez, C., & Mayor-Ruiz, C. (2015). University teaching with digital technologies. Comunicar, 23(45). https://doi.org/10.3916/C45-2015-12
  • Mercader, C. (2019). Las resistencias del profesorado universitario a la utilización de las tecnologías digitales. Aula Abierta, 48(2). https://doi.org/10.17811/rifie.48.2.2019
  • Mercader, C., & Gairín, J. (2017). ¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas? REDU. Revista de Docencia Universitaria, 15(2), 257. https://doi.org/10.4995/redu.2017.7635
  • Myyry, L., Kallunki, V., Katajavuori, N., Repo, S., Tuononen, T., Anttila, H., Kinnunen, P., Haarala-Muhonen, A., & Pyörälä, E. (2022). COVID-19 Accelerating Academic Teachers’ Digital Competence in Distance Teaching. Frontiers in Education, 7(770094). https://doi.org/10.3389/feduc.2022.770094
  • Nebot, M. Á. L., Cosentino, V. V., Esteve-Mon, F. M., & Segura, J. A. (2021). Diagnostic and educational self-assessment of the digital competence of university teachers. Nordic Journal of Digital Literacy, 16(3–4), 115–131. https://doi.org/10.18261/issn.1891-943x-2021-03-04-03
  • Otzen, T., & Manterola, C. (2017). Técnicas de Muestreo sobre una Población a Estudio. International Journal of Morphology, 35(1), 227–232. https://doi.org/10.4067/S0717-95022017000100037
  • Escobar-Pérez, J., & Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en medición, 6(1), 27–36. https://acortar.link/v0CvRf
  • Pérez-López, E., Yuste, R. (2023). La competencia digital del profesorado universitario durante la transición a la enseñanza remota de emergencia. Revista de Educación a Distancia (RED), 23(72). https://doi.org/10.6018/ red.540121d
  • Pozo, S., López, J., Fernández, M., & López, J. A. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 23(1), 143–159. https://doi.org/10.6018/reifop.396741
  • Pozos, K. V., & Tejada, J. (2018). Competencias digitales docentes en 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
  • Redecker, C., & Punie, Y. (2017). Digital Competence of Educators: DigCompEdu. Oficina de Publicaciones de la Unión Europea. https://cutt.ly/4N3sw14
  • Santos, C., Pedro, N., & Mattar, J. (2021a). Avaliação do nível da proficiência nas competências digitais dos docentes do ensino superior em Portugal. Educação. 46(1), 1–37. https://doi.org/10.5902/1984644461414
  • Santos, C., Pedro, N., & Mattar, J. (2021b). Digital competence of higher education professors: analysis of academic and institutional factors. Obra Digital, 21, 69–92. https://doi.org/10.25029/od.2021.311.21
  • Shelton, C. (2014). “Virtually mandatory”: A survey of how discipline and institutional commitment shape university lecturers’ perceptions of technology. British Journal of Educational Technology, 45(4), 748–759. https://doi.org/10.1111/bjet.12051
  • Toktamysov, S., Berestova, A., Israfilov, N., Truntsevsky, Y., & Korzhuev, А. (2021). Empowerment or Limitation of the Teachers’ Rights and Abilities in the Prevailing Digital Environment. International Journal of Emerging Technologies in Learning (IJET), 16(02), 205–219. https://doi.org/10.3991/ijet.v16i02.17015
  • Torres-Barzabal, M. L., Martínez-Gimeno, A., Jaén-Martínez, A., & Hermosilla-Rodríguez, J. M. (2022). La percepción del profesorado de la Universidad Pablo de Olavide sobre su Competencia Digital Docente. Pixel-Bit, Revista de Medios y Educación, 63, 35–64. https://doi.org/10.12795/pixelbit.91943
  • Venegas-Ramos, L., Luzardo Martínez, H. J., & Pereira Santana, A. (2020). Conocimiento, formación y uso de herramientas TIC aplicadas a la Educación Superior por el profesorado de la Universidad Miguel de Cervantes. Edutec. Revista Electrónica de Tecnología Educativa, 71, 35–52. https://doi.org/10.21556/edutec.2020.71.1405
  • Zhao, Y., Pinto, A. M., & Sánchez, M. C. (2021a). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
  • Zhao, Y., Pinto, A. M., Sánchez, M. C., & Zhao, L. (2021b). The impact of gender and years of teaching experience on college teachers’ digital competence: An empirical study on teachers in Gansu agricultural university. Sustainability, 13(8), 4163. https://doi.org/10.3390/su13084163
Data source: Dialnet