Publication: Profesorado universitario. ¿Consumidor o productor de contenidos digitales educativos?
Authors
Ferrando Rodríguez, María de Lourdes ; Marín Suelves, Diana ; Gabarda Méndez, Vicente ; Ramón Llin Mas, Jesús Adrián
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.543391
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info:eu-repo/semantics/article
Description
Abstract
La progresiva integración de las tecnologías en el ámbito educativo ha generado interés en cómo se ha desarrollado la competencia digital del profesorado. La literatura científica ha puesto de manifiesto, en los últimos años, que el área de creación de contenidos es una de las más críticas a la hora de conocer el nivel de destrezas en materia tecnológica del profesorado, siendo una de las que ha mostrado más carencias. En este sentido, el presente trabajo trata de identificar el nivel de competencia digital delos docentes de educación superior en la generación de contenidos. Además, se trata de explorar posibles diferencias en base a algunas variables como el género, la edad, la formación o la experiencia previa. La muestra está compuesta por 536 participantes de diferentes universidades públicas del estado español, que han respondido a una selección de ítems del cuestionario DigComp Edu Check-In vinculados con la utilización, selección y creación de contenidos digitales. Los resultados arrojan que el profesorado percibe tener un nivel de competencia intermedia en esta área y que las variables de estudio condicionan el nivel de desempeño.
The progressive integration of technology in education has generated interest in how teachers' digital competence has been developed. The scientific literature has shown, in recent years, that the area of content creation is one of the most critical when it comes to knowing the level of technological skills of teachers, being one of the areas that has shown the most deficiencies. In this sense, this paper aims to identify the level of digital competence of higher education teachers in content generation. Inaddition, the aim is to explore possible differences based on some variables such as gender, age, training or previous experience. The sample is made up of 536 participants from different public universities in Spain, who responded to a selection of items in the DigComp Edu Check-In questionnaire related to the use, selection and creation of digital content. The results show that the teaching staff perceive themselves to have an intermediate level of competence in this area and that the study variables condition the level of performance.
The progressive integration of technology in education has generated interest in how teachers' digital competence has been developed. The scientific literature has shown, in recent years, that the area of content creation is one of the most critical when it comes to knowing the level of technological skills of teachers, being one of the areas that has shown the most deficiencies. In this sense, this paper aims to identify the level of digital competence of higher education teachers in content generation. Inaddition, the aim is to explore possible differences based on some variables such as gender, age, training or previous experience. The sample is made up of 536 participants from different public universities in Spain, who responded to a selection of items in the DigComp Edu Check-In questionnaire related to the use, selection and creation of digital content. The results show that the teaching staff perceive themselves to have an intermediate level of competence in this area and that the study variables condition the level of performance.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 26, N.1, 2023
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