Abstract
Over time, the role of information and communication technologies (ICT) has become increasingly important in most areas of our lives, including education. So much so, that during the COVID-19 pandemic, the use of these tools has been essential to continue the teaching process. One of the great challenges facing teachers today is their need to adapt to this new educational scenario by acquiring the necessary digital skills. The aim of this study is to determine the level of competence of teaching in pre-university education key stages. To this end, a questionnaire was distributed among education centres and teachers in the Autonomous Community of Extremadura, obtaining 109 valid responses. The analysis methodology was the formation of clusters using the K-means model. The results confirmed that the teachers perceived a medium-high level of knowledge and use of ICT. Moreover, that this digital competence is conditioned by factors such as age, experience, gender, and level of education. In conclusion, public administrations are encouraged to facilitate teachers’ knowledge and application of ICT according to the profiles identified.
Highlights
Health 2021, 18, 8093. https://The use of resources based on information and communication technologies (ICT)has changed the way we relate to each other [1], leading to an increase in communication between family and friends [2]
Competence in the use of ICT has been considered a basic skill required of students and so it should be a fundamental requirement for teachers [7]
Today’s teachers cannot be classified as digital natives, but their ICT skills are based on the knowledge that they have had to acquire throughout their working and personal lives
Summary
Health 2021, 18, 8093. https://The use of resources based on information and communication technologies (ICT)has changed the way we relate to each other [1], leading to an increase in communication between family and friends [2]. The use of resources based on information and communication technologies (ICT). Only 26% of organisations are prepared to face the changes brought about by new technologies [3]. These advances in technology have been slowly transferred to the education system [4], providing teachers with both material and immaterial resources, beyond methodological improvements, which have allowed them to deepen the teaching/learning process, facilitating this work [5,6]. Teachers are faced with a typology of students who are joining the education system with an increasingly higher skill level of ICT use [8]. Today’s teachers cannot be classified as digital natives, but their ICT skills are based on the knowledge that they have had to acquire throughout their working and personal lives
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