Valorando el futuro de la educación: Competencias Digitales y Tecnologías de Información y Comunicación en Universidades

• Jenniffer Sobeida Moreira-Choez https://orcid.org/0000-0001-8604-3295
• Tibisay Milene Lamus de Rodríguez https://orcid.org/0000-0002-2677-7059
• Patricia Alejandra Olmedo-Cañarte
• José Denys Macías-Macías https://orcid.org/0000-0003-1670-7898

DOI: https://doi.org/10.52080/rvgluz.29.105.18

Palabras clave: competencias digitales, práctica pedagógica, alfabetización, evaluación, formación docente

Resumen

En el ámbito educativo, la evaluación de las competencias digitales se ha convertido en un aspecto fundamental, dado que ellas definen la habilidad de los docentes para usar la tecnología de forma efectiva en su práctica pedagógica y preparar a los estudiantes para un mundo con crecientes demandas digitales. En este contexto, este estudio tiene como objetivo caracterizar la valoración de las competencias digitales de los docentes en la Universidad Técnica de Manabí. Para ello, se utiliza una investigación descriptiva y un diseño multimodal que combina metodologías cuantitativas y cualitativas. Para recoger datos, de una muestra de 277 docentes, se utilizó el Cuestionario de Valoración de Competencias Digitales en Educación Superior (CDES). Los resultados muestran un alto nivel de valoración en la alfabetización tecnológica de los docentes, lo cual enfatiza la importancia de las habilidades tecnológicas en la educación actual. Sin embargo, también se detectaron áreas de mejora, como la creación de bases de datos y la interacción a través de redes sociales. Estos hallazgos sugieren la necesidad de implementar estrategias de formación docente personalizadas para mejorar aún más las competencias digitales de los docentes en estas áreas específicas.

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