Digital competences in pedagogy, citizenship and professional development of the university professorship

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was appli...

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Autores: Mendoza Velazco, Derling José; Universidad Tecnológica de Israel, Ecuador, Salvatierra Choez, María Andreina; Universidad Técnica de Manabí UTM, Briones Ponce, María Eulalia; Universidad Nacional de Educación UNAE, Sánchez Azúa, Iris María; Universidad Técnica de Manabí UTM, Menéndez Menéndez, Fabián Gustavo; Universidad Técnica de Manabí UTM
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:México
Institución:UNIVERSIDAD DE GUADALAJARA
Repositorio:Apertura. Revista de Innovación Educativa
Idioma:inglés
OAI Identifier:oai:udgvirtual.udg.mx:article/2431
Acceso en línea:http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/2431
Access Level:acceso abierto
Palabra clave:Education
Higher Education; Leadership; competences; research management; University
Educación superior; liderazgo; competencias; gestión de la investigación; universidad
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dc.title.none.fl_str_mv Digital competences in pedagogy, citizenship and professional development of the university professorship
Competencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitario
title Digital competences in pedagogy, citizenship and professional development of the university professorship
spellingShingle Digital competences in pedagogy, citizenship and professional development of the university professorship
Mendoza Velazco, Derling José; Universidad Tecnológica de Israel, Ecuador
Education
Higher Education; Leadership; competences; research management; University
Educación superior; liderazgo; competencias; gestión de la investigación; universidad
title_short Digital competences in pedagogy, citizenship and professional development of the university professorship
title_full Digital competences in pedagogy, citizenship and professional development of the university professorship
title_fullStr Digital competences in pedagogy, citizenship and professional development of the university professorship
title_full_unstemmed Digital competences in pedagogy, citizenship and professional development of the university professorship
title_sort Digital competences in pedagogy, citizenship and professional development of the university professorship
dc.creator.none.fl_str_mv Mendoza Velazco, Derling José; Universidad Tecnológica de Israel, Ecuador
Salvatierra Choez, María Andreina; Universidad Técnica de Manabí UTM
Briones Ponce, María Eulalia; Universidad Nacional de Educación UNAE
Sánchez Azúa, Iris María; Universidad Técnica de Manabí UTM
Menéndez Menéndez, Fabián Gustavo; Universidad Técnica de Manabí UTM
author Mendoza Velazco, Derling José; Universidad Tecnológica de Israel, Ecuador
author_facet Mendoza Velazco, Derling José; Universidad Tecnológica de Israel, Ecuador
Salvatierra Choez, María Andreina; Universidad Técnica de Manabí UTM
Briones Ponce, María Eulalia; Universidad Nacional de Educación UNAE
Sánchez Azúa, Iris María; Universidad Técnica de Manabí UTM
Menéndez Menéndez, Fabián Gustavo; Universidad Técnica de Manabí UTM
author_role author
author2 Salvatierra Choez, María Andreina; Universidad Técnica de Manabí UTM
Briones Ponce, María Eulalia; Universidad Nacional de Educación UNAE
Sánchez Azúa, Iris María; Universidad Técnica de Manabí UTM
Menéndez Menéndez, Fabián Gustavo; Universidad Técnica de Manabí UTM
author2_role author
author
author
author
dc.contributor.none.fl_str_mv

dc.subject.none.fl_str_mv Education
Higher Education; Leadership; competences; research management; University

Educación superior; liderazgo; competencias; gestión de la investigación; universidad
topic Education
Higher Education; Leadership; competences; research management; University
Educación superior; liderazgo; competencias; gestión de la investigación; universidad
description In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4.93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship
publishDate 2024
dc.date.none.fl_str_mv 2024-03-22
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10.32870/Ap.v16n1.2431
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identifier_str_mv 10.32870/Ap.v16n1.2431
dc.language.none.fl_str_mv eng
language eng
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/*ref*/Basilotta, V.; Matarranz, M. & Casado, L. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(8), 1-16. https://doi.org/10.1186/s41239-021-00312-8
/*ref*/Blackledge, J. (2021). Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context. Education Sciences, 11, 474. https://doi.org/10.3390/educsci11090474
/*ref*/Cabero-Almenara, J.; Guillén-Gámez, F. D. & Ruiz-Palmero, J. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26, 4691-4708. https://doi.org/10.1007/s10639-021-10476-5
/*ref*/Cejas, M.; Mendoza, D.; Navarro, M.; Rogel, J. & Ortega, Y. (2019). A Performance-Centred Competency-Based Approach to Quality University Teaching. Integration of Education, 23(3), 350-365. https://doi.org/10.15507/1991-9468.096.023.201903.350-365
/*ref*/Cejas Martínez, M.; Navarro Cejas, M.; Aldaz Hernández, S.; Yánez, C. & Mendoza Velazco, D. (2022). Human Talent and Its Impact on the Quality of Service in the Rural Community-Based Tourism Sector. Analysis and Theoretical Perspectives. Journal of Environmental Management and Tourism, 13(1), 223-231. https://doi.org/10.14505/jemt.v13.1(57).20
/*ref*/Cejas, M.; Navarro, M.; Delgado, M. y Mendoza, D. (2021). La formación por competencias eje clave en la educación superior del Ecuador. En M. L. Piñero Martín y E. F. Ávila Perozo (Eds.), Experiencias gerenciales en el contexto universitario latinoamericano (pp. 143-169). UPEL. https://doi.org/10.46498/upelipb.lib.001107
/*ref*/Centro Brasileño de Innovación para la Educación CBIE (2023). Autoevaluación de Competencias digitales para profesores y profesoras. ProFuturo. https://competencyassessment.profuturo.education/#
/*ref*/Expósito-Langa, M.; Nicolau-Juliá, D. & Tomás-Miquel, J. V. (2016). The evaluation by competencies in degrees. Development of an experience in the Business Administration Degree using and validating a rubric. Revista Complutense de Educación, 28(4), 1155-1171. https://doi.org/10.5209/RCED.51618
/*ref*/Gökhan Karacan, C. & Akoğlu, K. (2021). Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review. Shanlax International Journal of Education, 9(2), 68-79. https://doi.org/10.34293/education.v9i2.3715
/*ref*/Gündüz, Ş. (2020). Investigating the relationship between the digital competencies of pre-service teachers and their attitudes towards using educational technologies. Malaysian Online Journal of Educational Technology, 8(2), 28-42. https://doi.org/10.17576/MOJET.2020.8.2.3
/*ref*/Koyuncuoglu, D. (2022). Analysis of digital and technological competencias of university students. International Journal of Education in Mathematics, Science, and Technology, 10(4), 971-988. https://doi.org/10.46328/ijemst.2583
/*ref*/Levano-Francia, L.; Sánchez, S.; Guillén-Aparicio, P.; Tello-Cabello, S.; Herrera-Paico, N. & Collantes-Inga, Z. (2019). Digital Competences and Education. Propósitos y Representaciones, 7(2), 569-588. https://doi.org/10.20511/pyr2019.v7n2.329
/*ref*/Martzoukou, K.; Fulton, C.; Kostagiolas, P. & Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413-1458. https://doi.org/10.1108/JD-03-2020-0041
/*ref*/Martín, R.; García, V.; Garrido, A. & Paz, M. (2021). Social Media Use and the Challenge of Complexity: Evidence from the Technology Sector. Journal of Business Research, 129, 621-640. https://doi.org/10.1016/j.jbusres.2019.12.026
/*ref*/Mendoza, D.; Cejas, M.; Martínez, M.; Naranjo, P. & Falcón, V. (2021). Digital andragogical competences of Ecuadorian higher education teachers during the COVID-19 pandemic. European Journal of Educational Research, 10(3), 1341-1358. https://doi.org/10.12973/eu-jer.10.3.1341
/*ref*/Mendoza, D.; Flores, E.; Salvador, J.; Paz, J. & Sánchez, M. (2022). Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022. Journal of Educational and Social Research, 12(6), 1-12. https://www.richtmann.org/journal/index.php/jesr/article/view/13126
/*ref*/Mendoza, D.; Martínez, M.; Navarro, M. & Morales, J. (2021). Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspective of Higher Education in Ecuador. Integration of Education, 25(1), 8-21. https://edumag.mrsu.ru/content/pdf/21-1/01.pdf
/*ref*/Mertala, P. (2021). It is important at this point to make clear that this study is not “anti-iPad”: Ed-Tech speak around iPads in educational technology research. Learning, Media and Technology, 46(2), 230-242, https://doi.org/10.1080/17439884.2021.1868501
/*ref*/Mon, F.; Nebot, M. & Segura, J. (2020). Digital Teaching Competence of University Teachers: A Systematic Review of the Literature. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 15(4), 399-406. https://doi.org/10.1109/RITA.2020.3033225
/*ref*/Navarro, M.; Casado, F.; Mendoza, J.; Cejas, M. & Mendoza, D. (2022). Attitudinal analysis of women’s political participation in Ecuador: social and legal perspectives. Journal of Educational and Social Research, 12(6), 12. https://doi.org/10.36941/jesr-2022-0141
/*ref*/Pinos, K.; Robles, D.; Agila, L.; Mendoza, D. & Sánchez, J. (2023). Importance of reflective practice in the teaching profession during the COVID-19 pandemic. Journal of Educational and Social Research, 13(2). https://doi.org/10.36941/jesr-2023-0027
/*ref*/Pruneda, R. E.; Castillo, M. C.; Mozos, C. M.; Sanz, A. M. y Serrano, H. (2023). Competencias digitales para el profesorado universitario. Ediciones de la Universidad de Castilla-La Mancha. https://ruidera.uclm.es/xmlui/handle/10578/30628
/*ref*/Ramírez-Montoya, M. & García-Peñalvo, F. (2018). Co-creation and open innovation: systematic literature review. Comunicar. Revista Científica de Comunicación y Educación, 54, 09-18. https://doi.org/10.3916/C54-2018-01
/*ref*/Rodríguez, U.; Cantabrana, L. & Gisbert, J. (2021). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353-373. https://doi.org/10.5944/educXX1.27080
/*ref*/Sangrà, A.; Guitert-Catasús, M. y Behar, P. A. (2023). Competencias y metodologías innovadoras para la educación digital. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 9-16. https://doi.org/10.5944/ried.26.1.36081
/*ref*/Tourón, J.; Martín, D.; Navarro, E.; Pradas, S. & Íñigo, V. (2018). Construct validation of a questionnaire to measure teachers’ digital competence (TDC). Revista española de pedagogía, 76(269), 25-54. https://doi.org/10.22550/REP76-1-2018-02
/*ref*/Unesco. (2021). Unesco ICT competency framework for teachers. Unesco. https://unesdoc.unesco.org/ark:/48223/ pf0000265721 Vázquez, J.; Náñez Alonso, S. L.; Fierro Saltos, W. R. & Pacheco
/*ref*/Mendoza, S. (2021). Assessment of digital competencies of university faculty and their conditioning factors: case study in a technological adoption context. Education Sciences, 11, 637. https://doi.org/10.3390/educsci11100637
/*ref*/Xie, B.; Liu, H.; Alghofaili, R.; Zhang, Y.; Jiang, Y.; Lobo, F. D.; Li, C.; Li, W.; Huang, H.; Akdere, M.; Mousas, C. & Yu, L.-F. (2021). A Review on Virtual Reality Skill Training Applications. Frontiers in Virtual Reality, 2, 645153. https://doi.org/10.3389/frvir.2021.645153
/*ref*/Zhao, Y.; Pinto Llorente, A. M. & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212
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Apertura
Apertura
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Apertura
Apertura
dc.source.none.fl_str_mv Apertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digital
Apertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digital
Apertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digital
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spelling Digital competences in pedagogy, citizenship and professional development of the university professorshipCompetencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitarioMendoza Velazco, Derling José; Universidad Tecnológica de Israel, EcuadorSalvatierra Choez, María Andreina; Universidad Técnica de Manabí UTMBriones Ponce, María Eulalia; Universidad Nacional de Educación UNAESánchez Azúa, Iris María; Universidad Técnica de Manabí UTMMenéndez Menéndez, Fabián Gustavo; Universidad Técnica de Manabí UTMEducationHigher Education; Leadership; competences; research management; UniversityEducación superior; liderazgo; competencias; gestión de la investigación; universidadIn today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4.93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenshipEn el mundo digitalizado de hoy, se requieren competencias digitales para facilitar la transición a Internet. Para el profesorado, estas competencias van más allá del conocimiento de una materia concreta. Se centran en las habilidades necesarias para transmitir esos conocimientos a los alumnos. Se aplicó un estudio de enfoque cuantitativo. El diseño fue no experimental y descriptivo. La población muestra corresponde a los 70 docentes que laboraron en la Facultad de Ciencias Humanísticas y Sociales durante el primer semestre de 2023. El instrumento de recolección de datos fue la autoevaluación. Las competencias en ciudadanía digital mostraron los mayores niveles de dominio docente con un valor de 5. Las competencias en pedagogía y desarrollo profesional mostraron un valor de 4. El 93% de los docentes de la UTM-CHS declararon haber participado en actividades de capacitación sobre el uso de las TIC en la educación. En conclusión, el profesorado universitario en Ecuador debe tener una mayor formación académica digital; deben establecer mejores habilidades pedagógicas y de desarrollo profesional, capacidad de investigación, conocimiento de tecnologías educativas, habilidades interculturales y habilidades de liderazgo. Para garantizar un entorno de aprendizaje de alta calidad, las tres áreas deben estar al mismo nivel de resultados. Por eso, el desarrollo profesional universitario lleva a establecer una buena pedagogía. Después, la pedagogía se refuerza a través de la ciudadanía digitalAperturaAperturaApertura2024-03-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/243110.32870/Ap.v16n1.2431Apertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digitalApertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digitalApertura; Vol. 16, Núm. 1 (2024): Soporte tecnológico en la formación de ciudadanía digital2007-10941665-6180reponame:Apertura. Revista de Innovación Educativainstname:UNIVERSIDAD DE GUADALAJARAinstacron:UDGenghttp://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/2431/1609http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/downloadSuppFile/2431/4132http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/downloadSuppFile/2431/4133http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/downloadSuppFile/2431/4134http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/downloadSuppFile/2431/4135http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/downloadSuppFile/2431/4136/*ref*/Basilotta, V.; Matarranz, M. & Casado, L. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(8), 1-16. https://doi.org/10.1186/s41239-021-00312-8/*ref*/Blackledge, J. (2021). Thoughts on the Future of Higher Education in the UK: A Personal View with a Historical Context. Education Sciences, 11, 474. https://doi.org/10.3390/educsci11090474/*ref*/Cabero-Almenara, J.; Guillén-Gámez, F. D. & Ruiz-Palmero, J. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26, 4691-4708. https://doi.org/10.1007/s10639-021-10476-5/*ref*/Cejas, M.; Mendoza, D.; Navarro, M.; Rogel, J. & Ortega, Y. (2019). A Performance-Centred Competency-Based Approach to Quality University Teaching. Integration of Education, 23(3), 350-365. https://doi.org/10.15507/1991-9468.096.023.201903.350-365/*ref*/Cejas Martínez, M.; Navarro Cejas, M.; Aldaz Hernández, S.; Yánez, C. & Mendoza Velazco, D. (2022). Human Talent and Its Impact on the Quality of Service in the Rural Community-Based Tourism Sector. Analysis and Theoretical Perspectives. Journal of Environmental Management and Tourism, 13(1), 223-231. https://doi.org/10.14505/jemt.v13.1(57).20/*ref*/Cejas, M.; Navarro, M.; Delgado, M. y Mendoza, D. (2021). La formación por competencias eje clave en la educación superior del Ecuador. En M. L. Piñero Martín y E. F. Ávila Perozo (Eds.), Experiencias gerenciales en el contexto universitario latinoamericano (pp. 143-169). UPEL. https://doi.org/10.46498/upelipb.lib.001107/*ref*/Centro Brasileño de Innovación para la Educación CBIE (2023). Autoevaluación de Competencias digitales para profesores y profesoras. ProFuturo. https://competencyassessment.profuturo.education/#/*ref*/Expósito-Langa, M.; Nicolau-Juliá, D. & Tomás-Miquel, J. V. (2016). The evaluation by competencies in degrees. Development of an experience in the Business Administration Degree using and validating a rubric. Revista Complutense de Educación, 28(4), 1155-1171. https://doi.org/10.5209/RCED.51618/*ref*/Gökhan Karacan, C. & Akoğlu, K. (2021). Educational Augmented Reality Technology for Language Learning and Teaching: A Comprehensive Review. Shanlax International Journal of Education, 9(2), 68-79. https://doi.org/10.34293/education.v9i2.3715/*ref*/Gündüz, Ş. (2020). Investigating the relationship between the digital competencies of pre-service teachers and their attitudes towards using educational technologies. Malaysian Online Journal of Educational Technology, 8(2), 28-42. https://doi.org/10.17576/MOJET.2020.8.2.3/*ref*/Koyuncuoglu, D. (2022). Analysis of digital and technological competencias of university students. International Journal of Education in Mathematics, Science, and Technology, 10(4), 971-988. https://doi.org/10.46328/ijemst.2583/*ref*/Levano-Francia, L.; Sánchez, S.; Guillén-Aparicio, P.; Tello-Cabello, S.; Herrera-Paico, N. & Collantes-Inga, Z. (2019). Digital Competences and Education. Propósitos y Representaciones, 7(2), 569-588. https://doi.org/10.20511/pyr2019.v7n2.329/*ref*/Martzoukou, K.; Fulton, C.; Kostagiolas, P. & Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413-1458. https://doi.org/10.1108/JD-03-2020-0041/*ref*/Martín, R.; García, V.; Garrido, A. & Paz, M. (2021). Social Media Use and the Challenge of Complexity: Evidence from the Technology Sector. Journal of Business Research, 129, 621-640. https://doi.org/10.1016/j.jbusres.2019.12.026/*ref*/Mendoza, D.; Cejas, M.; Martínez, M.; Naranjo, P. & Falcón, V. (2021). Digital andragogical competences of Ecuadorian higher education teachers during the COVID-19 pandemic. European Journal of Educational Research, 10(3), 1341-1358. https://doi.org/10.12973/eu-jer.10.3.1341/*ref*/Mendoza, D.; Flores, E.; Salvador, J.; Paz, J. & Sánchez, M. (2022). Attitudes of Ecuadorian Secondary School Teaching Staff towards Online STEM Development in 2022. Journal of Educational and Social Research, 12(6), 1-12. https://www.richtmann.org/journal/index.php/jesr/article/view/13126/*ref*/Mendoza, D.; Martínez, M.; Navarro, M. & Morales, J. (2021). Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspective of Higher Education in Ecuador. Integration of Education, 25(1), 8-21. https://edumag.mrsu.ru/content/pdf/21-1/01.pdf/*ref*/Mertala, P. (2021). It is important at this point to make clear that this study is not “anti-iPad”: Ed-Tech speak around iPads in educational technology research. Learning, Media and Technology, 46(2), 230-242, https://doi.org/10.1080/17439884.2021.1868501/*ref*/Mon, F.; Nebot, M. & Segura, J. (2020). Digital Teaching Competence of University Teachers: A Systematic Review of the Literature. 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Computers & Education, 168, 104212. https://doi.org/10.1016/j.compedu.2021.104212Copyright (c) 2024 Derling José Mendoza Velazco, Josselyn Leonela Muñoz Briones, Elizeth Mayrene Flores Hinostroza, María Leonila García Cedeñoinfo:eu-repo/semantics/openAccessoai:udgvirtual.udg.mx:article/24312024-08-16T20:30:02Z
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