Abstract
The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.
Highlights
The use of information and communication technology (ICT) resources has changed the way we relate to each other [1]
Digital competence can be grouped into several areas, by aggregating each item as belonging to a certain area
In order to calculate the digital competence in the area of information, eight items are considered from the theoretical framework of this study, which are the knowledge and use of identifying, locating, retrieving, storing, organizing, and analyzing digital information, and judging its relevance and purpose
Summary
The use of information and communication technology (ICT) resources has changed the way we relate to each other [1] These advances in technology have been transferred to the education system, providing teachers with material and immaterial resources that have allowed them to delve deeper into the teaching–learning process, which facilitates their work. Digital competence should help to achieve the highest level of performance in professional tasks [2], but only 26% of organizations are prepared to face the changes brought about by new technologies [3]. This relevant finding has not been reflected in data on citizens’ digital competence. In 2015, 44.5% of the EU population aged 16–74 did not have sufficient digital skills to manage socially and economically [4]
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