Autopercepción docente sobre competencias digitales en el nivel de educación básica elemental y media

Abstract

Digital competence has emerged along with the development and evolution of Information and Communication Technologies (ICT), which are fundamental for today's world because they facilitate global communication and modernize education, making it more interactive and in line with the demands of the 21st century. The development of digital competencies in teachers is crucial because it encourages innovation of traditional pedagogical practices, and through the incursion of technological resources seeks to support the learning of cognitive, procedural and attitudinal skills. In education, these competencies transform and improve the teaching and learning process. Therefore, teachers' self-perception of their digital competencies is essential, as it directly influences the effective integration of technology in the classroom. The main objective of this study was to analyze the self-perception of digital competence mastery by basic, elementary and middle school teachers. The study adopted a quantitative approach, to quantify and analyze the data collected reflecting teachers' self-perception of their digital competence through a questionnaire. The findings show that, although teachers have partially developed digital competencies, they need further training to face digital challenges, especially in the areas of content creation, security and problem solving. Currently, training focuses on information management, communication and content creation, but these efforts need to be expanded to cover all critical areas of digital competence.