Digital competence and the use of technological tools in university teachers
DOI:
https://doi.org/10.55777/rea.v16i31.5364Keywords:
Higher education, teachers, digital competence, ICT resourcesAbstract
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.
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