Garzón-Artacho Esther, Sola-Martínez Tomás, Romero-Rodríguez José-María, Gómez-García Gerardo
Department of Didactics and Scholar Organization, University of Granada, Granada, Spain.
Heliyon. 2021 Jul 8;7(7):e07513. doi: 10.1016/j.heliyon.2021.e07513. eCollection 2021 Jul.
In recent years, the educational landscape has been in a period of constant change due to the advent of Information and Communication Technologies (ICT). As a result, training in digital competence has become one of the challenges to be met by the teaching staff, in order to incorporate these skills into their professional practice. As a result of this, the present work aimed to analyse the level of digital competence presented by a sample of 140 teachers of the Lifelong Learning stage in the Autonomous Community of Andalusia (Spain). To this end, a transversal methodological design of a quantitative nature was advocated, based on the configuration of an ad hoc questionnaire developed from the European conceptual frameworks on teaching digital competence. The results showed that the level shown by teachers is low, especially in terms of creation, information literacy and problem solving, although they did show optimal skills in communication and collaboration of digital content. The findings also determined the importance of factors such as age, teacher training and school type in further developing this compendium of skills.
近年来，由于信息通信技术（ICT）的出现，教育领域一直处于不断变化的时期。因此，数字能力培训已成为教师需要应对的挑战之一，以便将这些技能融入他们的专业实践中。基于此，本研究旨在分析西班牙安达卢西亚自治区140名终身学习阶段教师样本所呈现的数字能力水平。为此，提倡采用定量性质的横向方法设计，该设计基于根据欧洲数字能力教学概念框架编制的专门问卷。结果表明，教师所表现出的水平较低，特别是在创作、信息素养和问题解决方面，尽管他们在数字内容的沟通与协作方面表现出了最佳技能。研究结果还确定了年龄、教师培训和学校类型等因素在进一步发展这一技能集方面的重要性。
