Evaluación de la competencia digital docente. Un análisis que integra las perspectivas descriptiva, inferencial y multivariada
DOI:
https://doi.org/10.5944/ried.27.2.39122Palavras-chave:
Literacia digital, tecnologías digitais, formação de professores, ensino, TIC, educaçãoResumo
Atualmente, a formação abrangente dos educadores é essencial para integrar eficazmente a tecnologia no currículo e orientar os alunos no seu processo de aprendizagem. A Competência Digital no Ensino (CDD) é fundamental no ensino universitário, contribuindo para o crescimento profissional e a literacia digital dos estudantes. Este estudo, realizado na Universidad Nacional de Chimborazo (Unach), Equador, utiliza o quadro concetual COMDID A para analisar a Competência Digital (CDD) dos seus professores. A metodologia é descritivo-correlacional com um desenho transversal não experimental. A amostra, selecionada de forma probabilística no segundo período letivo de 2022, foi submetida a testes de fiabilidade e validade. Os resultados da Análise Fatorial Confirmatória (AFC) indicam um ajuste adequado, identificando quatro fatores que explicam 65% da variabilidade e estão relacionados com as dimensões do modelo adotado. Embora apenas 39% ultrapassem o nível médio de CDD, foram encontradas relações significativas entre as dimensões, destacando a importância do corpo docente e da carreira. A correlação com o grau de doutoramento sugere que níveis mais elevados de educação influenciam o desenvolvimento de CDD avançado. Não foram observadas correlações significativas com a área de conhecimento e o tempo de dedicação. O modelo linear mostra diferenças significativas, indicando que os docentes ocasionais são considerados mais competentes do que os docentes efectivos na maioria dos cursos de licenciatura. Estes resultados evidenciam a necessidade de apostar no desenvolvimento de competências para melhorar o domínio das Tecnologias Digitais (TD) e das CD no corpo docente.
Downloads
Referências
Almås, A. G., & Krumsvik, R. (2008). Digitally literate teachers in leading edge schools in Norway. Journal of In-Service Education, 33(4), 479-497. https://doi.org/10.1080/13674580701687864
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
Arango, D. A. G., Fernández, J. E. V., Rojas, Ó. A. C., Gutiérrez, C. A. E., Villa, C. F. H., & Grisales, M. A. B. (2020). Competencia digital en docentes universitarios: evaluación de relación entre actitud, formación & alfabetización en el uso de TIC en entornos educativos. Revista Ibérica de Sistemas e Tecnologias de Informação, E29, 538-552. https://bit.ly/3N94Aui
Aviram, A., & Eshet-Alkalai, Y. (2006). Towards a theory of digital literacy: three scenarios for the next steps. European Journal of Open, Distance and E-Learning, 9(1), 1-16. https://bit.ly/3t2P9wI
Ayale-Pérez, T., & Joo-Nagata, J. (2019). The digital culture of students of pedagogy specialising in the humanities in Santiago de Chile. Computers and Education, 133(January), 1-12. https://doi.org/10.1016/j.compedu.2019.01.002
Badii, M. H., Castillo, J., & Guillen, A. (2008). Tamaño óptimo de la muestra (Optimum sample size). Innovaciones de Negocios, 5(1), 53-65. https://bit.ly/3SRUH66
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. https://doi.org/10.18517/ijaseit.10.1.10806
Bérubé, B., & Poellhuber, B. (2005). Un référentiel de compétences technopédagogiques. https://bit.ly/3SnvP6i
Biel, L. A., & Ramos, E. Á. (2019). Digital teaching competence of the university professor 3.0. Caracteres, 8(2), 205-236. https://bit.ly/3arv0aB
Bisquerra, R. (1989). Métodos de investigación educativa: Guía práctica. 55-69. https://bit.ly/46EsFzO
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48. https://doi.org/10.1186/s41239-018-0130-1
Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43-55. https://doi.org/10.2304/rcie.2007.2.1.43
Buckingham, D. (2015). Defining digital literacy - What do young people need to know about digital media? Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 21-35. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-03
Cabero-Almenara, J., Barroso-Osuna, J., & Palacios-Rodríguez, A. (2021). Digital competences of educators in Health Sciences: Their relationship with some variables | Estudio de la competencia digital docente en Ciencias de la Salud. Su relación con algunas variables. Educacion Medica, 22(2), 94-98. https://doi.org/10.1016/j.edumed.2020.11.014
Cabero-Almenara, J., Romero-Tena, R., Barroso-Osuna, J., & Palacios-Rodríguez, A. (2020). Marcos de Competencias Digitales Docentes & su adecuación al profesorado universitario & no universitario. Revista Caribeña de Investigación Educativa (RECIE), 4(2), 137-158. https://doi.org/10.32541/recie.2020.v4i2.pp137-158
Cabrera, E. (2009). El coeficiente de correlación de los rangos de Spearman. Caracterización. Rev haban cienc méd La Habana, VIII(2). https://bit.ly/3wlPXOy
Cateriano-Chávez, T. J., Rodríguez-Rios, M. L., Patiño-Abrego, E. L., Araujo-Castillo, R. L., & Villalba-Condori, K. O. (2021). Digital skills, methodology and evaluation in teacher trainers | Competencias digitales, metodología & evaluación en formadores de docentes. Campus Virtuales, 10(1), 153-162. https://bit.ly/3FCCP97
CDEST. (2002). Raising the Standards A Proposal for the Development of an ICT Competency Framework for Teachers. https://bit.ly/3HU2r2J
Churches, A. (2007). Taxonomía de Bloom para la era digital. https://bit.ly/3Uz8roT
Cisneros Barahona, A. S., Marqués Molías, L., Samaniego Erazo, N., & Mejía-Granizo, C. M. (2023). La Competencia Digital Docente. Diseño & validación de una propuesta formativa. Pixel-Bit, Revista de Medios & Educación, 68, 7-41. https://doi.org/10.12795/pixelbit.100524
Cisneros-Barahona, A., Marqués Molías, L., Samaniego Erazo, G., Uvidia-Fassler, M. I., & de la Cruz-Fernández, G. (2023). Bibliometric Mapping of Scientific Literature Located in Scopus on Teaching Digital Competence in Higher Education. In O. S. and R. M. R. and D. C. A. and L.-E. W. Botto-Tobar Miguel and Gómez (Ed.), Trends in Artificial Intelligence and Computer Engineering (pp. 167-180). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-25942-5_14
Cisneros-Barahona, A., Marqués Molías, L., Samaniego Erazo, G., Uvidia-Fassler, M. I., De la Cruz-Fernández, G., & Castro-Ortiz, W. (2023). Teaching Digital Competences in University Professors: A Meta-analysis and Systematic Literature Review in Web of Science. In M. Botto-Tobar, O. S. Gómez, R. R. Miranda, A. Díaz Cadena & W. Luna-Encalada (Eds.), Applied Technologies (pp. 61-74). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-24985-3_5
Cisneros-Barahona, A., Marqués Molías, L., Samaniego-Erazo, N., Uvidia-Fassler, M. I., Castro-Ortiz, W., & Villa-Yánez, H. (2023, febrero 8). Digital competence, faculty and higher education: Bibliometrics from the Web of Science. Human Review. International Humanities Review / Revista Internacional de Humanidades, 16(5). https://doi.org/10.37467/revhuman.v12.4680
Cisneros-Barahona, A., Marqués-Molías, L., Samaniego-Erazo, G., Gisbert-Cervera, M., Mejía-Granizo, C. M., Cejas, M., Mendoza-Trujillo, B., & de la Cruz-Fernández, G. (2024). Conceptualization and Frames of Reference of the Teaching Digital Competence. An Approach from Higher Education. In A. K. Nagar, D. S. Jat, D. Mishra & A. Joshi (Eds.), Intelligent Sustainable Systems (pp. 11-20). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-8031-4_2
Cisneros-Barahona, A., Marqués-Molías, L., Samaniego-Erazo, G., Uvidia-Fassler, M., De la Cruz-Fernández, G., & Castro-Ortiz, W. (2022). Teaching Digital Competence in Higher Education. A Comprehensive Scientific Mapping Analysis with Rstudio. Communications in Computer and Information Science, 14-31. https://doi.org/10.1007/978-3-031-18347-8_2
Cisneros-Barahona, A., Marqués-Molías, L., Samaniego-Erazo, N., Uvidia-Fassler, M., Castro-Ortiz, W., & Rosas-Chávez, P. (2022, diciembre 27). Digital competence of university teachers. An overview of the state of the art. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades, 11(Monográfico), 1-25. https://doi.org/10.37467/revhuman.v11.4355
Cisneros-Barahona, A. S., Marqués-Molías, L., Samaniego-Erazo, N., Mejía-Granizo, C., & De la Cruz-Fernández, G. (2023). Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence. F1000Research, 12, 866. https://doi.org/10.12688/f1000research.135194.2
Cisneros-Barahona, A., Uvidia-Fassler, M., Samaniego-Erazo, G., Dumancela-Nina, G., & Casignia-Vásconez, B. (2021). Complementary Admission Processes Implemented by Ecuadorian Public Universities Promote Equal Opportunities in Access: An Analysis Through Knowledge Discovery in Databases. Advances in Intelligent Systems and Computing, 1273 AISC, 208-222. https://doi.org/10.1007/978-3-030-59194-6_18
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (New York University). Department of Psychology. https://bit.ly/3SiXlU0
Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155-159. https://doi.org/10.1037//0033-2909.112.1.155
Council of the European Union. (2018). Recomendación del Consejo, relativa a las competencias clave para el aprendizaje permanente. In Diario Oficial de la Unión Europea, C189/1(2). https://bit.ly/3T5Ojdk
Creswell, J. (2011). Educational Research. Planning, conducting and evaluating quantitative and qualitative research. Pearson. https://bit.ly/3EwIDk2
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3). Springer-Verlag. https://doi.org/10.1007/BF02310555
Cuadrado, A. M. M., Sánchez, L. P., & Torre, M. J. de la. (2020). Teachers digital competences in Digcomp-based university environments. Educar em Revista, 36, 1-21. https://doi.org/10.1590/0104-4060.75866
Departament d’Ensenyament. Generalitat Catalunya. (2016). Resolución ENS/1356/2016. Per la qual es dóna publicitat a la definició de la competència digital docent. https://bit.ly/3uCHl5x
Departament d’Ensenyament. Generalitat Catalunya. (2018). Competència digital docent del professorat de Catalunya. https://bit.ly/3R68UeS
Domingo-Coscollola, M., Bosco, A., Segovia, S. C., & Valero, J. A. S. (2020). Fostering teacher’s digital competence at university: The perception of students and teachers. Revista de Investigacion Educativa, 38(1), 167-182. https://doi.org/10.6018/rie.340551
Erdfelder, E., Faul, F., & Buchner, A. (1996). GPOWER: A general power analysis program. Behavior Research Methods, Instruments, & Computers, 28(1), 1-11. https://doi.org/10.3758/BF03203630
Eshet-Alkalai, Y. (2009). Real-Time Thinking in the Digital Era. In D. B. A. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, Second Edition (The Open U, pp. 3219-3223). IGI Global. https://doi.org/10.4018/978-1-60566-026-4.ch514
Esteve-Mon, F. M., Cela-Ranilla, J. M., & Gisbert-Cervera, M. (2016). ETeach3D: Designing a 3D Virtual Environment for Evaluating the Digital Competence of Preservice Teachers. Journal of Educational Computing Research, 54(6), 816-839. https://doi.org/10.1177/0735633116637191
Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. https://doi.org/10.3758/BF03193146
Fernández Sánchez, M. R., Sánchez-Oro Sánchez, M., & Robina Ramírez, R. (2016). La evaluación de la competencia digital en la docencia universitaria: el caso de los grados de empresariales y económicas. Revista Colombiana de Ciencias Sociales, 7(2), 332. https://doi.org/10.21501/22161201.1726
Ferrari, A., Punie, Y., & Brečko, B. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966
Fraser, J., Atkins, L., & Hall, R. (2013). DigiLit Leicester. Supporting Teachers, Promoting Digital Literacy, Transforming Learning. Leicester City Council, June, 44. https://bit.ly/3Gpvf2a
Gallardo Echenique, E., Marqués Molías, L., & Gisbert Cervera, M. (2011). Importancia de las competencias TIC en el marco del PRONAFCAP. Edutec. Revista Electrónica de Tecnología Educativa, 36(36), a167. https://doi.org/10.21556/edutec.2011.36.403
Gallardo Echenique, E. (2013). Competencia digital: revisión integradora de la literatura. Revista de ciencias de la educación Academicus, 1(3), 56-62. https://bit.ly/3t7fp9c
Gallego-Arrufat, M. J., Torres-Hernández, N., & Pessoa, T. (2019). Competence of future teachers in the digital security area. Comunicar, 27(61), 53-62. https://doi.org/10.3916/C61-2019-05
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21, 26. https://doi.org/10.14201/eks.23086
Garibaldi, L., Oddi, F., Aristimuño, F., & Behnisch, A. (2019). Modelos estadísticos en lenguaje R. https://bit.ly/3t0qTLR
Garita-González, G., Gutierrez-Durán, J.-E., & Godoy-Sandoval, V. (2019). Percepción docente sobre las competencias digitales & la mediación pedagógica aplicadas en la elaboración de materiales didácticos de la Cátedra de Administración de la Universidad Estatal a Distancia (UNED). Revista Electrónica Calidad en la Educación Superior, 10(1), 125-159. https://doi.org/10.22458/caes.v10i1.2181
Generalitat de Catalunya. (2015). Competències bàsiques de l’àmbit digital. https://bit.ly/3w4OVq5
Gisbert Cervera, M., & Esteve Mon, F. (2011). Digital Leaners: la competencia digital de los estudiantes universitarios. La cuestión universitaria, 7(May), 48-59. https://bit.ly/45XaJke
González, M. J. M., Rivoir, A., Lázaro-Cantabrana, J. L., & Gisbert-Cervera, M. (2020). ¿Cuánto importa la competencia digital docente? Análisis de los programas de formación inicial docente en Uruguay. Innoeduca. International Journal of Technology and Educational Innovation, 6(2), 128-240. https://doi.org/10.24310/innoeduca.2020.v6i2.5601
Guillén-Gámez, F., Mayorga-Fernández, M., & Contreras-Rosado, J. (2021). Incidence of gender in the digital competence of higher education teachers in research work: Analysis with descriptive and comparative methods. Education Sciences, 11(3), 1-14. https://doi.org/10.3390/educsci11030098
Gutiérrez, I. (2011). Competencias del profesorado universitario en relación al uso de tecnologías de la información & comunicación: análisis de la situación en España & propuesta de un modelo de formación. In [Tesis Doctoral] Universitat Rovira I Virgili. Departamento de Pedagogía. https://bit.ly/3GnMZuJ
Gutiérrez-Castillo, J. J., Cabero-Almenara, J., & Estrada-Vidal, L. I. (2017). Design and validation of an instrument for evaluation of digital competence of University student. Espacios, 38(10), 16. https://bit.ly/3P0pmex
Hair JR, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate Data Analysis (Cengage Learning). https://bit.ly/3sLFHxj
Hernández Suárez, C. A., Ayala García, E. T., & Gamboa Suárez, A. A. (2016). Modelo de competencias TIC para docentes: Una propuesta para la construcción de contextos educativos innovadores & la consolidación de aprendizajes en educación superior. Katharsis, 22, 221. https://doi.org/10.25057/25005731.821
Huertas Abril, C. A. (2018). Creación de vídeos en animación 3D mediante aprendizaje cooperativo en el aula de inglés: innovación docente para la formación de profesorado de Educación Primaria. El Guiniguada. Revista de investigaciones & experiencias en Ciencias de la Educación, 27, 14-21. https://doi.org/10.20420/ElGuiniguada.2018.202
INTEF. (2013). Marco Común de Competencia Digital Docente. Borrador con propuesta de descriptores V 1.0. https://bit.ly/47EeWKK
INTEF. (2017). Marco Común de Competencia Digital Docente. https://bit.ly/3Pg61pi
INTEF. (2020). Marco Europeo para la Competencia Digital de los Educadores. https://doi.org/10.2760/159770
INTEF. (2022). Marco de referencia de la Competencia Digital Docente. https://bit.ly/4a3mmJo
ISTE. (2000). National Educational Technology Standards for Teachers (NETS·T). https://bit.ly/48tOH9F
ISTE. (2008). NETS for Teachers: National Educational Technology Standards for Teachers. https://bit.ly/3uJ0BOQ
ISTE. (2017). Standars for educators. https://bit.ly/49Z7z22
Jones-Kavalier, B., & Flannigan, S. (2006). Connecting the Digital Dots: Literacy of the 21st Century. EDUCAUSE Quarterly, 29(2), 8-10. https://bit.ly/3R1lg87
Juárez Arall, J., & Marqués Molías, L. (2019). Aspectos de la competencia digital para la empleabilidad//Digital competence aspects for employability. REOP - Revista Española de Orientación & Psicopedagogía, 30(2), 67. https://doi.org/10.5944/reop.vol.30.num.2.2019.25339
Kabakçi, A. (2009). A proposal of framework for professional development of turkish teachers with respect to information and communication technologies. Turkish Online Journal. https://bit.ly/3sUb89h
Kelentri, M., Helland, K., & Arstorp, A.-T. (2017). Professional Digital Competence Framework for Teachers. https://bit.ly/3uKHGTu
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2014). Multimodal Teaching and Learning: The Rhetorics of the Science Classroom. In Multimodal Teaching and Learning : The Rhetorics of the Science Classroom (Continuum). Bloomsbury Academic. https://doi.org/10.5040/9781472593764
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. https://doi.org/10.1080/00313831.2012.726273
Lago Martínez, S., Méndez, A., & Gendler, M. (2017). Contribuciones al estudio de procesos de apropiación de tecnologías. In Del Gato Gris. https://bit.ly/47UCP0h
Larraz Rada, V. (2013). La competència digital a la Universitat [Universitat d’Andorra]. https://bit.ly/3LgSgHr
Lázaro-Cantabrana, J. L., & Gisbert-Cervera, M. (2015). Elaboración de una rúbrica para evaluar la competencia digital del docente. UT. Revista de Ciències de l’Educació. https://doi.org/10.17345/ute.2015.1.648
Lázaro-Cantabrana, J. L., Gisbert-Cervera, M., & Silva-Quiroz, J. E. (2018). Una rúbrica para evaluar la competencia digital del profesor universitario en el contexto latinoamericano. Edutec. Revista Electrónica de Tecnología Educativa, 63. https://doi.org/10.21556/edutec.2018.63.1091
Lázaro-Cantabrana, J. L., Usart, M., & Cervera, M. G. (2019). Assessing teacher digital competence: The construction of an instrument for measuring the knowledge of pre-service teachers. Journal of New Approaches in Educational Research, 8(1), 73-78. https://doi.org/10.7821/naer.2019.1.370
López-Aguado, M., & Gutiérrez-Provecho, L. (2019). Cómo realizar e interpretar un análisis factorial exploratorio utilizando SPSS. REIRE. Revista de Innovació i Recerca en Educació, 12 (2). https://doi.org/10.1344/reire2019.12.227057
Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249-267. https://doi.org/10.11120/ital.2006.05040249
MESR. (2011). Certificat informatique et internet de l’enseignement supérieur. https://bit.ly/49XJdWB
Mills, K. A., & Unsworth, L. (2017). Multimodal Literacy. In Oxford Research Encyclopedia of Education (Número December). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.232
Ministerio de Educación de Chile. (2011). Competencias & estándares TIC para la profesión docente. https://bit.ly/3u0PWz3
Ministerio de Educación Nacional. Colombia. (2013). Competencias TIC para el desarrollo profesional docente. https://bit.ly/3R6eHBn
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1177/016146810610800610
Nascimbeni, F. (2020). Empowering University Educators for Contemporary Open and Networked Teaching. In Lecture Notes in Educational Technology (pp. 123-134). https://doi.org/10.1007/978-981-15-4276-3_8
National Institute of Education. (2009). A Teacher Education Model for the 21st Century. https://bit.ly/3Sh8a7j
Oxbrow, N. (1998). Information literacy — The final key to an information society. The Electronic Library, 16(6), 359-360. https://doi.org/10.1108/eb045661
Padilla-Hernández, A. L., Gámiz-Sánchez, V. M., & Romero-López, M. A. (2020). Evolución de la competencia digital docente del profesorado universitario: incidentes críticos a partir de relatos de vida. Educar, 56(1), 109-127. https://doi.org/10.5565/rev/educar.1088
Palau, R., Usart, M., & Ucar Carnicero, M. J. (2019). The digital competence of teachers in music conservatories. A study of self-perception in Spain. Revista Electronica de LEEME, 44, 24-41. https://doi.org/10.7203/LEEME.44.15709
Paz Saavedra, L. E., & Gisbert Cervera, M. (2023). Autopercepción del profesorado universitario sobre la competencia digital docente. Educar, 1-19. https://doi.org/10.5565/rev/educar.1614
Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo. Cultura & Educación, 31(2), 232-266. https://doi.org/10.1080/11356405.2019.1603274
Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2014). Web-based self- and peer-assessment of teachers’ digital competencies. World Wide Web, 17(2), 255-269. https://doi.org/10.1007/s11280-012-0176-2
Poynton, T. A. (2005). Computer literacy across the lifespan: a review with implications for educators. Computers in Human Behavior, 21(6), 861-872. https://doi.org/10.1016/j.chb.2004.03.004
Pozos Pérez, K. (2009). La competencia digital del profesorado universitario para la sociedad del conocimiento: Un modelo para la integración de la competencia digital en el desarrollo profesional docente. V Congreso de formación para el trabajo. Granada. https://bit.ly/3t0k9h6
Ramos-Galarza, C. A. (2020). Alcances de una investigación. CienciAmérica, 9(3), 1-6. https://doi.org/10.33210/ca.v9i3.336
Rangel Baca, A., & Peñalosa Castro, E. A. (2013). Digital literacy in Higher Education professors: construction and empirical test of an assessment instrument. Pixel-Bit. Revista de Medios & Educación, 43, 9-23. https://doi.org/10.12795/pixelbit.2013.i43.01
Redecker, C., & Punie, Y. (2017). Digital Competence of Educators DigCompEdu. https://bit.ly/3SYHvOG
Reguant-Álvarez, M., Vilà-Baños, R., & Torrado-Fonseca, M. (2018). La relación entre dos variables según la escala de medición con SPSS. REIRE. Revista d’Innovació i Recerca en Educació, 11(2). https://doi.org/10.1344/reire2018.11.221733
República del Ecuador. (2023). Suplemento al Registro Oficial No. 322. https://bit.ly/3GiMDp9
Rockman, I. F. (2005). ICT literacy. Reference Services Review, 33(2), 141-143. https://doi.org/10.1108/00907320510597345
Rodríguez Espinosa, H. (2016). Desarrollo de habilidades digitales docentes para implementar ambientes virtuales de aprendizaje en la docencia universitaria. Sophia, 12(2), 261-270. https://doi.org/10.18634/sophiaj.12v.2i.561
Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability (Switzerland), 12(11), 4782. https://doi.org/10.3390/su12114782
Sánchez-Caballé, A., Gisbert-Cervera, M., & Esteve-Mon, F. (2020). The digital competence of university students: a systematic literature review. Aloma: Revista de Psicologia, Ciències de l’Educació i de l’Esport, 38(1), 63-74. https://doi.org/10.51698/aloma.2020.38.1.63-74
Santos, C. C., Pedro, N. S. G., & Mattar, J. (2021). Assessment of the proficiency level in digital competences of higher education professors in Portugal. Educação (UFSM), 46(1). https://doi.org/10.5902/1984644461414
Sarango Lapo, C. (2021). Competencia digital docente como contribución a estimular procesos de Innovación educativa [Universidad de Salamanca]. https://bit.ly/46En7pf
Schneckenberg, D., & Wildt, J. (2006). Understanding the concept of ecompetence for academic staff. The challenge of ecompetence in academic staff development, 29–35. https://bit.ly/3t7uTKm
Silva, J., Morales, M.-J., Lázaro-Cantabrana, J.-L., Gisbert, M., Miranda, P., Rivoir, A., & Onetto, A. (2019). Digital teaching competence in initial training: Case studies from Chile and Uruguay. Education Policy Analysis Archives, 27(93), 93. https://doi.org/10.14507/epaa.27.3822
Silva Quiroz, J. (2017). Inserción de TIC en pedagogías del área de las humanidades en una universidad chilena. Psicología Conocimiento & Sociedad, 7(2). https://doi.org/10.26864/PCS.v7.n2.6
Silva Quiroz, J., & Miranda Arredondo, P. (2020). Presencia de la competencia digital docente en los programas de formación inicial en universidades públicas chilenas. Revista de Estudios & Experiencias en Educación, 19(41), 149-165. https://doi.org/10.21703/rexe.20201941silva9
Somerville, M. M., Lampert, L. D., Dabbour, K. S., Harlan, S., & Schader, B. (2007). Toward large scale assessment of information and communication technology literacy. Reference Services Review, 35(1), 8-20. https://doi.org/10.1108/00907320710729337
TDA. (2008). Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. https://bit.ly/47YfUkG
Unesco. (2008). Estándares de Competencia en TIC para docentes. https://bit.ly/47Njfmd
Unesco. (2011). Unesco ICT competency framework for teachers. https://bit.ly/47C0OSo
Unesco. (2015). Enseñanza & aprendizaje: Lograr la calidad para todos. https://doi.org/https://doi.org/10.54676/NFKC5496
Unesco. (2018). ICT Competency Framework for Teachers. https://bit.ly/3N76lrW
Usart Rodríguez, M., Lázaro Cantabrana, J. L., & Gisbert Cervera, M. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353-373. https://doi.org/10.5944/educxx1.27080
Uvidia Fassler, M. I., Cisneros Barahona, A. S., Méndez Naranjo, P. M., & Villa Yánez, H. M. (2019). Minería de datos para la toma de decisiones en la unidad de nivelación & admisión universitaria ecuatoriana. Cumbres, 4(2), 55-67. https://doi.org/10.48190/cumbres.v4n2a5
Uvidia-Fassler, M., Cisneros-Barahona, A., Ávila-Pesántez, D., & Rodríguez Flores, I. (2018). Moving towards a methodology employing knowledge discovery in databases to assist in decision making regarding academic placement and student admissions for universities. Communications in Computer and Information Science, 798, 215-229. https://doi.org/10.1007/978-3-319-72727-1_16
Uvidia-Fassler, M., Cisneros-Barahona, A., Samaniego-Erazo, G., Dumancela-Nina, G., & Villacrés-Cevallos, P. (2020). Application of Knowledge Discovery in Data Bases Analysis to Predict the Academic Performance of University Students Based on Their Admissions Test. In Advances in Intelligent Systems and Computing (Vol. 1066). https://doi.org/10.1007/978-3-030-32022-5_45
Uvidia-Fassler, M., Cisneros-Barahona, A., & Viñan-Carrera, J. (2017). Minería de Datos de la Evaluación Integral del Desempeño Académico de la Unidad de Nivelación. Descubre, 44-54. https://doi.org/10.36779/mktdescubre.v09.127
Vallejo, A. P., & Aguayo, B. B. (2021). Digital Competences in European University Teaching Staff: Teaching and Guidance. In Advances in Intelligent Systems and Computing: Vol. 1367 AISC (pp. 3-11). https://doi.org/10.1007/978-3-030-72660-7_1
Verdú-Pina, M., Lázaro-Cantabrana, J. L., Grimalt-Álvaro, C., & Usart, M. (2023). El concepto de competencia digital docente: revisión de la literatura. Revista Electrónica de Investigación Educativa, 25, 1-13. https://doi.org/10.24320/redie.2023.25.e11.4586
Verdú-Pina, M., Usart, M., & Grimalt-Álvaro, C. (2022). Report on the process for evaluating and certifying Teacher Digital Competence An international perspective. https://bit.ly/3T0Uj7d
Wilson, C., Grizzle, A., Tuazon, R., Kwame, A., & Cheung, C.-K. (2011). Media and Information Literacy. Curriculum for Teachers. United Nations Educational, Scientific and Cultural Organization. https://bit.ly/3GlYItZ
Wu, C. M. (2014). Applied technology with electronic materials and information in autonomous learning of learners. In Advanced Materials Research (Vol. 951). https://doi.org/10.4028/www.scientific.net/AMR.951.177
Zhao, Y., Llorente, A. M. P., & Gómez, M. C. Sá. (2019). An empirical study of students and teaching staff’s digital competence in Western China: Based on a case study of gansu agricultural university. ACM International Conference Proceeding Series, 1012-1019. https://doi.org/10.1145/3362789.3362924
Zhao, Y., Pinto Llorente, A. M., Sánchez Gómez, M. C., & Zhao, L. (2021). 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
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
