Competencia digital de docentes de ciencias de la salud de una universidad chilena

Abstract

The Digital Teacher Competence (DTC) is defined as the “knowledge, skills, attitudes and strategies that the educator must activate, adopt and manage in real situations to facilitate learning” (Carrera & Coiduras, 2012, p.5). The objective was to analyze the DTC of the health sciences teachers of a Chilean university and its relationship with associated factors. A quantitative, descriptive, cross-sectional methodology was used. The sample was 94 teachers of Nursing and Nutrition and Dietetics careers. The questionnaire “Competencies 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 Dimension (TUD), Didactic Use Dimension (DUD) and Design of Digital Educational Materials Dimension (DDEMD). An average of 3,11 points was obtained in the DTC, and 3,99; 3,23 and 2,41 in each of its dimensions, respectively. A regression model was proposed, which significantly included men and youngers, explaining the phenomenon partially. In conclusion, the DTC must be approached from an integral perspective, with emphasis on innovation in didactic methodologies.