Digital Competencies in Teachers of Regular Basic Education in Tacna-Peru

Laura-De La Cruz K.M.; Injante-Córdova I.R.; Flores-Arocutipa M.I.; Jiménez-Palacios R.; Noa-Copaja S.J. · Smart Innovation, Systems and Technologies (2023) · DOI: 10.1007/978-981-19-6585-2_6

Resumen

For some years, teachers’ digital skills have been critical to the educational process; nevertheless, with the health catastrophe released by Covid-19, they have become critical. So, the purpose of this study was to examine and quantify the degree of digital literacy among instructors of Regular Basic Education at UGEL Tacna. The study used a hybrid quantitative-qualitative methodology and was mostly descriptive in nature. There were 1,329 teachers in the population and sample. The questionnaire and the interview were employed as instruments. The findings suggest that 49.89% teachers had a high degree of digital competence, while 12.19% have a basic level, which includes instructors at the elementary, primary, and secondary levels. Instructors get knowledge about web 2.0 technologies and their utility and application via interviews; it is advised that teachers enhance cognitive digital abilities. That is, the investigative skills geared toward the virtual environment and their development in pupils. It concludes by identifying the most critical training needs associated with the cognitive digital domain's medium-low level, establishing the necessity of developing a strengthening plan for cognitive digital skills that have not been developed satisfactorily, particularly in the creation of digital educational materials and related educational projects.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann