Competencia digital de profesores de educación superior:

análisis de factores académicos e institucionales

Palabras clave: Competencia digital, educación superior, DigCompEdu

Resumen

El objetivo de este artículo es analizar las diferencias asociadas a las variables de carácter docente e institucional en el nivel de competencias digitales en los docentes, tomando como referencia teórica el marco DigCompEdu. Se adoptó un enfoque cuantitativo y la estrategia de recopilación de datos se basó en una encuesta en línea. La muestra estuvo compuesta por 846 profesores portugueses de educación superior vinculados a 37 universidades y 76 institutos politécnicos. Los resultados indican que características como trabajar a nivel de programa de doctorado, impartir e-learning y estar vinculado a institutos politécnicos se asocian a mayores niveles de competencia digital.

Biografía del autor/a

Cassio Santos, Universidade de Lisboa (Portugal)

Master in Education and Digital Technologies and PhD student in ICTs (Information Technology and Communication) in Education, both at the Institute of Education of the University of Lisbon. Teacher and research assistant in the same institute. Online tutor on the courses of Research Methodology and E-learning and Distance Education of the Master’s program in Education and Digital Technology. Member of the GPTED (Educational Technologies Research Group).

Neuza Pedro, Universidade de Lisboa (Portugal)

Professor in the area of ICTs in Education and teacher in the Initial and Continuous Training program. PhD in ICTs in Education. Member of the Portuguese Scientific and Pedagogical Council for Continuous Teachers’ training (CCPFC) of the Ministry of education. Coordinator of the master’s degree in education and digital technologies and of the Masters’ degree in Teaching Informatics. External Evaluator of the European Research Executive Agency and the Portuguese Agency of Assessment and Accreditation of higher Education. Research areas: teacher training, educational technologies, and Innovative Learning environments.

João Mattar, PUC–SP & Unisa (Brasil)

Professor and Researcher in the areas of Educational Technology, Distance Education, and Research Methods. Director of International Affairs of the Brazilian Association of Distance Education (ABED). Vice-President of the Brazilian Association of Educational Technology (ABT). Master’s Degree in Educational Technology (Boise State University), PhD in Literature (University of São Paulo), and post-doc researcher at Stanford University.

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Publicado
2021-09-28
Cómo citar
SantosC., PedroN., & MattarJ. (2021). Competencia digital de profesores de educación superior:. Obra Digital, (21), 69-92. https://doi.org/10.25029/od.2021.311.21