Towards an Insertion of Technologies: The Need to Train in Digital Teaching Competence

Isabel María Gómez-Trigueros,Santiago Ponsoda López De Atalaya,Rocío Díez Ros

doi:10.17583/rimcis.8652

Isabel María Gómez-Trigueros, Santiago Ponsoda López De Atalaya + Show 1 more

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https://doi.org/10.17583/rimcis.8652

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Abstract

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. Additionally, this paper includes the students’ perception of their teachers’ digital competence. A mixed non-experimental methodology has been used with 428 the University of Alicante students participating. The results show a positive perception of the students about their digital teaching competence with contrasts with a deficient evaluation in relation to the digital teaching training of their teaching staff. Based on these results, the need to apply an improvement in the manipulative and didactic technological training of university teachers is corroborated as well as an adaptation of the teaching skills to the needs of the ICS in order to be able to carry out the correct preparation of the teaching staff in training.

Highlights

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education
The participants believe that their digital competence is sufficient so as to be able to appropriately implement such manipulative and educational knowledge in their future work as teachers
These technologies are presented as the basic tools for enabling citizens to have access to the knowledge and resources that are available on the internet and that allow them, through lifelong learning (UNESCO, 1972,1996), to continue to learn throughout their lives

Summary

Introduction

The purpose of this study is to analyze the perception of the digital teaching competences of the students of the Degree in Pre-School Education, Degree in Primary Education and Master in Teacher Training for Secondary Education. ICTs have given rise to a new T-L model, in which the teacher ceases to be the protagonist of the process and instead directs students as they master new content (concepts, procedures, attitudes) (De Benito et al, 2013), thereby providing them with the competencies that will enable them to undertake ‘lifelong learning’ (UNESCO, 1996) These circumstances have led to the development of a new educational paradigm (Ortega & Gómez, 2017) that requires the inclusion of ICTs in educational models and, the development of future teachers’ competencies and skills in the use of technologies as basic instruments in their training (Roig-Vila et al, 2015). There are many and varied lists of teaching competencies for teachers at the primary (Perrenoud, 2004), secondary (Tejada, 2009), and university (Zabalza, 2003) levels, it is teachers’ digital competence (TDC) that has become highly relevant in twenty-first-century educational contexts

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