Article
English, Spanish, Portuguese
ID: <
oai:doaj.org/article:4eb94e45e93b4c75b517201d74e87b37>
·
DOI: <
10.12795/pixelbit.2019.i56.10>
Abstract
Digital Teacher Competence (CDD) is defined as the “knowledge, skills, attitudes and strategies that educators need to activate, adopt and manage in real-life settings to facilitate learning” (Carrera – Coidura, 2012, p. 5). The aim was to analyse the CDD of health science teachers at a Chilean university and its relationship with associated factors. A quantitative, descriptive, cross-sectional methodology was used. The sample was 94 teachers in nursing and nutrition and Dietética careers. The questionnaire ‘Skills in ICT for teachers of different educational levels’, created and validated in Spain, was sent by email, which has 45 items (Likert 1-5) and 3 dimensions: Technical Use (DUT), Dimension of Didactic Use (DUD) and Design Dimension of Digital Educational Materials (DMED). An average of 3,1 points was obtained on the CDD, and 3,99 points; 3,23 and 2,41 in each of its dimensions, respectively. A regression model was envisaged, which significantly included men and young people, partially explaining the phenomenon. In conclusion, the CDD should be addressed from a holistic perspective, with an emphasis on innovation in teaching methodologies.