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El uso de la tecnología digital por parte de los niños en el hogar y en la escue-la ha aumentado mucho en los últimos años. Este fenómeno ha dado lugar a estudios que confir-man la necesidad de una adecuada alfabetización digital en los niveles educativos inferiores y, por ende, del profesorado de la etapa de Educación Infantil que les permita adaptarse a la nueva realidad educativa y social. MÉTODO. Se diseña la presente investigación con una metodología ex post facto, con enfoque de investigación descriptivo y de contraste. Su objetivo principal es conocer el nivel de autopercepción de la competencia digital docente (CDD) del profesorado de Educación Infantil en la Comunidad Autónoma de Andalucía (España). Posteriormente, se anali-zan aquellas variables de las que derivan diferencias respecto al nivel competencial y se estable-cen perfiles de identificación. Han participado un total de N= 8881 docentes, a los que se les ad-ministró el instrumento DigCompEdu Check-in englobado dentro del Marco Europeo de Competencia Digital Docente DigCompEdu. Aplicadas las pruebas correspondientes (análisis descriptivo, estadístico de contraste y prueba de Kruskal-Wallis, entre otras). RESULTADOS. Muestran que los sujetos encuestados tienen un nivel de CDD moderado en la mayoría de las áreas estudiadas, aunque en algunas de ellas su nivel competencial es bajo. Asimismo, el estudio determina que existen diferencias respecto a las variables edad, años de experiencia y formación recibida. DISCUSIÓN. Las conclusiones derivadas de este estudio pueden ayudar a desarrollar intervenciones educativas enfocadas a mejorar el bajo nivel competencial de los docentes

The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quantitative validation design was established using the expert judgement technique. To measure the level of the expert coefficient, the expert competence (K) index was calculated for a random sample of 292 subjects participating in the study: teachers belonging to preschool and primary schools in the Andalusian community. The responses of those experts who scored 0.8 on the external competence index were then selected. The results demonstrate the validity of the tool produced (T-MOOC) as well as the uniformity of the criteria of the experts participating in the evaluation. Consequently, the necessary structuring of personalised training plans supported by reference models is discussed.

The study of cognitive load allows us to investigate the effectiveness of any training proposal mediated by technology. This paper presents the results of the implementation of a t-MOOC produced following the DigCompEdu Framework of the European Union. The participants are a group of students (n= 148) from the first year of the Pedagogy Degree (University of Seville) of the Educational Technology subject. To do this, the level of cognitive load invested in the interaction with the t-MOOC is analyzed using a validated scale. Secondly, the relationship between the invested cognitive load and the performance achieved in the experience carried out with the contents of two competence areas is studied. After the different analyzes applied, the study concludes that the t-MOOC produced is considered appropriate for the development of digital skills in students. In addition, although the correlations between cognitive load and academic performance were not very high, both are related. In this sense, the potential of training proposals focused on the development of digital skills and the benefits of applying cognitive load studies are discussed, El estudio de la carga cognitiva permite indagar en la efectividad de cualquier propuesta formativa mediada por tecnología. En este trabajo se presentan los resultados de la puesta en marcha de un t-MOOC producido siguiendo el Marco DigCompEdu de la Unión Europea. Los participantes son un grupo de estudiantes (n= 148) del primer curso del Grado de Pedagogía (Universidad de Sevilla) de la materia Tecnología Educativa. Para ello, se analiza el nivel de carga cognitiva invertido en la interacción con el t-MOOC mediante una escala validada. En segundo lugar, se estudia la relación entre la carga cognitiva invertida y el rendimiento alcanzado en la experiencia realizada con los contenidos de dos áreas competenciales. Tras los diferentes análisis aplicados, el estudio concluye que el t-MOOC producido es considerado como apropiado para el desarrollo de competencias digitales de los estudiantes. Además, aunque las correlaciones entre carga cognitiva y rendimiento académico no fueron muy elevadas, ambas se encuentran relacionadas. En este sentido, se discuten las potencialidades de las propuestas formativas enfocadas al desarrollo de competencias digitales y los beneficios de aplicar estudios de carga cognitiva

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area.

The relevance and importance that the topic of Digital Competences for Teachers (DCT) has gained is evident both in the field of training and in research, as can be seen by the increase in the amount of research and meta-analysis carried out on this topic. This article presents the results of an ex post facto research with a cross-sectional research design, based on a descriptive and hypothesis-testing approach. A total of 6,664 teachers from different Latin American universities participated in the self-knowledge they have regarding their Digital Teaching Competence (DTC) according to the DigCompEdu framework of the European Union. Among the results obtained, it is worth noting the intermediate level of digital competences reported by the teachers surveyed, with significant differences with respect to different key variables for their development. Therefore, we conclude by reflecting on the need to establish teacher training plans in this area., La relevancia e importancia que ha cobrado el tema de las Competencias Digitales Docentes (CDD) es evidente tanto en el ámbito de la formación como en el de la investigación, como se puede constatar por el aumento en la cantidad de investigaciones y metaanálisis llevados a cabo en torno a esta temática. Este artículo presenta los resultados de una investigación de tipo “ex post facto”, con un diseño de investigación transversal, basado en un enfoque descriptivo y de contraste de hipótesis. Participan un total de 6,664 docentes de diferentes universidades latinoamericanas en el autoconocimiento que tienen respecto a su Competencia Digital Docente (CDD) de acuerdo con el marco DigCompEdu de la Unión Europea. Entre los resultados obtenidos, hay que señalar el nivel intermedio de competencias digitales que señalan tener el profesorado encuestado, con diferencias significativas respecto a diferentes variables clave para su desarrollo. Por ello, se concluye reflexionando sobre la necesidad de establecer planes de formación del profesorado en esta cuestión.

The study of cognitive load allows us to investigate the effectiveness of any training proposal mediated by technology. This paper presents the results of the implementation of a t-MOOC produced following the DigCompEdu Framework of the European Union. The participants are a group of students (n= 148) from the first year of the Pedagogy Degree (University of Seville) of the Educational Technology subject. To do this, the level of cognitive load invested in the interaction with the t-MOOC is analyzed using a validated scale. Secondly, the relationship between the invested cognitive load and the performance achieved in the experience carried out with the contents of two competence areas is studied. After the different analyzes applied, the study concludes that the t-MOOC produced is considered appropriate for the development of digital skills in students. In addition, although the correlations between cognitive load and academic performance were not very high, both are related. In this sense, the potential of training proposals focused on the development of digital skills and the benefits of applying cognitive load studies are discussed., El estudio de la carga cognitiva permite indagar en la efectividad de cualquier propuesta formativa mediada por tecnología. En este trabajo se presentan los resultados de la puesta en marcha de un t-MOOC producido siguiendo el MarcoDigCompEdu de la Unión Europea. Los participantes sonun grupo de estudiantes (n= 148) del primer curso del Grado de Pedagogía (Universidad de Sevilla) de la materia Tecnología Educativa. Para ello, se analiza el nivel decarga cognitiva invertidoen la interacción con el t-MOOCmediante una escala validada. En segundo lugar, se estudia la relación entre la carga cognitiva invertida y el rendimiento alcanzado en la experiencia realizada con los contenidos de dos áreas competenciales. Tras los diferentes análisis aplicados, el estudio concluye que el t-MOOC producido es considerado como apropiado para el desarrollo de competencias digitales delos estudiantes. Además, aunque las correlaciones entre carga cognitiva y rendimiento académico no fueron muy elevadas, ambas se encuentran relacionadas.En este sentido, se discuten las potencialidades de las propuestas formativas enfocadas al desarrollo de competencias digitales y los beneficios de aplicar estudios de carga cognitiva

New educational trends mediated by technology require the development of Teacher Digital Competence (TDC). These have been regulated by competence frameworks, such as DigCompEdu. The aim of the study is to determine and compare the level of self-perception of digital competence among teachers of the different stages of compulsory education (Early Childhood, Primary and Secondary Education) as a function of gender, considering different age ranges, years of teaching experience and hours of permanent education. This study also analysed how different predictors influence each other in the acquisition of TDC. To this end, an ex post facto non-experimental design is used with 78,966 teachers from Andalusia (Spain). The results show that the diagnosed level is low-medium and that the analysed variables had significant impact and prediction levels. Consequently, the casuistry of this phenomenon is discussed, concluding that it is necessary to develop personalised training programmes for teachers

The purpose of the present study is to analyze the digital competence of Higher Education students, as a function of their academic performance (have either repeated or a not previously), as well as to predict its significant predictors. For this, an ex-post factor and a sample of 17301 students from Chile (Latin America) were utilized. A questionnaire composed of a total of 30 items, classified into five endogenous and exogenous dimensions through a causal model, adapted from the works of Gutiérrez-Castillo (2013), Gutiérrez-Castillo & Cabero (2016) and Gutiérrez-Castillo et al. (2017), was administered via online to the students. The results showed statistically significant differences in digital competence, as a function of repeating an academic year or not, with better scores for the latter. Also, factors such as the number of digital resources utilized for the teaching-learning process, the previous preparation for managing their studies, as well as the level of education of the parents, mainly the father, significantly had an influence on both types of students. This study highlights the importance of the development of an adequate digital competence which has an influence on the learning of the students and their posterior class promotion.

En los últimos años, las investigaciones realizadas en el ámbito de la educación concluyen que el desarrollo de competencias digitales y emprendedoras ofrece numerosas ventajas tanto para los profesores como para los estudiantes. En este sentido, este enfoque es trabajado en la universidad para desarrollar habilidades necesarias para el futuro profesional del alumnado, así como aumentar su compromiso en las asignaturas. El objetivo general esta investigación es comprobar si los aprendizajes adquiridos mediante una experiencia formativa, así como la percepción sobre ésta, son de utilidad para el alumnado universitario del Grado en Pedagogía. En este estudio se utilizan dos tipos de diseños: validación del modelo de aceptación de una propuesta didáctica donde se desarrollan competencias emprendedoras (TAM) y descripción de resultados derivados de la misma. Los resultados demuestran la adecuación de la propuesta formativa para el alumnado universitario. El alumnado percibe la propuesta, donde se debe crear una empresa de creación de medios, como una estrategia adecuada. Se desataca sobre otras dimensiones la facilidad de uso en el aula, la aceptación de su integración, la transformación del interés por el aprendizaje y el mostrar una actitud positiva hacia su uso en el futuro. Conjuntamente, el nivel de aceptación en lo que a la validación del modelo TAM se refiere es alto. Por último, se cuestiona la posibilidad de replicar el modelo en investigaciones similares., In recent years, research carried out in the field of education concludes that the development of entrepreneurial skills offers many advantages for both teachers and students. In this sense, this approach is worked on at the university to develop skills necessary for the professional future of students, as well as to increase their commitment to the subjects. The general objective of this research is to verify whether the learning acquired through a training experience, as well as the perception of it, are useful for university students of the Degree in Pedagogy. Two types of designs are used in this study: validation of the acceptance model of a didactic proposal where entrepreneurial skills are developed (TAM) and description of the results derived from it. The results demonstrate the adequacy of the training proposal for university students. The students perceive the proposal, where a media creation company must be created, as an appropriate strategy. The ease of use in the classroom, the acceptance of its integration, the transformation of interest in learning and showing a positive attitude towards its use in the future stand out over other dimensions. Overall, the level of acceptance regarding the validation of the TAM model is high. Finally, the possibility of replicating the model in similar investigations is questioned.

El presente trabajo se desarrolla en el Grado de Educación Infantil de la Facultad de Ciencias de la Educación (Universidad de Sevilla), concretamente en la asignatura “Tecnologías de la Información y Comunicación aplicadas a la Educación Infantil”. El objetivo principal de la investigación está dirigido a comprobar si los aprendizajes adquiridos por el alumnado, a través de la metodología de Flipped Classroom (FC), así como la percepción de Ésta, son útiles para los estudiantes del Grado de Educación Infantil, analizando el nivel de aceptación de dicha metodología medTAM. Para ello, se utiliza un diseño cuasiexperimental, administrando un pretest y postest, a 155 estudiantes para analizar si existen diferencias significativas en el conocimiento adquirido; y estudiar el nivel de aceptación de dicha metodología bajo el Modelo de Aceptación de la Tecnología (TAM) de Davis (1989). Los primeros resultados apuntan, a la existencia de diferencias significativas en los procesos de aprendizaje del alumnado y a la validez de la metodología FC mediante la adaptación del modelo TAM., This study was carried out in the Degree in Early Childhood Education at the Faculty of Education Sciences (University of Seville), specifically in the subject "Information and Communication Technologies applied to Early Childhood Education". The main objective of the research was aimed at checking whether the learning acquired by Early Childhood Education students, through the Flipped Classroom methodology and their perception of it, improves their knowledge and skills. For this purpose, a quasi-experimental design was used, administering a pre-test and post-test to 155 students to analyse whether there were significant differences in the knowledge acquired; and the level of acceptance of this methodology was studied under the Technology Acceptance Model (TAM) of Davis (1989). The first results show, on the one hand, the existence of significant differences in the students' learning processes; and on the other hand, the validation of the Flipped Classroom methodology scale by adapting the TAM model is configured as a valid model.

Las diferentes generaciones (nativos digitales, estudiantes residentes, generación Y, X o Z) muestran una preferencia hacia las tecnologías y el mundo digital. Este estudio “ex post-facto” se presenta bajo el objetivo de conocer las preferencias que estudiantes universitarios tienen respecto a o la utilización de diferentes recursos para diversas actividades educativas, así como la inversión de esfuerzo mental y percepción de facilidad que tienen para aprender respecto a diferentes medios y recursos tecnológicos. El muestreo empleado es no probabilístico, convencional e intencional. En én participan 2.148 estudiantes universitarios de diferentes ramas científicas de doce universidades públicas españolas. Para ello, se diseña un instrumento “ad hoc” cuyos datos arrojan altos índices de fiabilidad y vigencia. Los resultados apuntan que los estudiantes tienden a tener percepciones distintas respecto a los diversos medios y recursos presentados, en lo que se refiere al nivel de esfuerzo mental, así como la facilidad para aprender mediante ellos. En ese sentido, se discute la casuística de los resultados y comparar con la teoría del esfuerzo mental propuesta por Salomón(1981). Los hallazgo pueden ser explicados por el resultado de la interacción de tres elementos: los sistemas simbólicos movilizados para elaborar mensajes, el mensaje y la tecnología que los empaqueta, formaliza y transmite. De la misma forma, se concluye debatiendo la la aplicabilidad de los resultados para la mejora de la competencia digital del alumnado, Different generations (digital natives, resident students, generation Y, X, or Z) show a preference towards technologies and the digital world. This "ex-post-facto" study is presented to learn the preferences that university students have regarding the use of different resources for various educational activities, as well as the investment of mental effort and perceived ease of learning concerning different means and technological resources. The sampling used is non-probabilistic, conventional, and intentional. 2,148 university students from different scientific fields of twelve Spanish public universities participate in it. To do this, an "ad hoc" instrument is designed whose data show high reliability and validity indices. The results indicate that students tend to have different perceptions regarding the various means and resources presented, in terms of the level of mental effort needed, along with the degree of easiness to learn through them. In this sense, the casuistry of the results is discussed and compared with the theory of mental effort proposed by Salomon (1981). The findings can be explained by the result of the interaction of three elements: the symbolic systems mobilized to elaborate messages, the message, and the technology that packages, formalizes, and transmits them. In the same way, it concludes by discussing the applicability of the results for the improvement of the digital competence of the students

Actualmente, estamos en una situación de tránsito en la manera de impartir docencia, provocado por el CoVId-19. En muy poco tiempo, los estudiantes se han vistos forzados a introducir en su proceso de enseñanza aprendizaje el uso de recursos digitales que les permita seguir aprendiendo. frente a esta situación, se requiere una adecuada competencia digital, entendida no como una habilidad única, sino como un conjunto de habilidades que facilitan el uso de tecnología educativa, el trabajo en equipo, el pensamiento crítico, la creatividad y la comunicación. El objetivo de este trabajo es proponer un modelo estructural causal de las dimensiones que configuran la competencia digital en estudiantes universitarios. El estudio se hizo con una muestra no probabilística constituida por 17301 estudiantes procedentes de la Universidad Andrés bello de Chile. La validez de este instrumento se ha llevado a cabo a partir de la aplicación del método de mínimos cuadrados parciales (PLS) de los modelos de ecuaciones estructurales. El principal resultado fue que el modelo explicaba un 32.90% de la varianza verdadera de la competencia digital del estudiantado. Además, se ha permitido verificar la fiabilidad, validez convergente y discriminante de las relaciones causales establecidas, determinando un modelo con una bondad de ajuste aceptable., Currently, we are in a situation of transition in the way of teaching, caused by CoVId-19. In a very short time, students have been forced to introduce in their teaching-learning process the use of digital resources that allow them to continue learning. faced with this situation, an adequate digital competence is required, understood not as a single skill, but as a set of skills that facilitate the use of educational technology, teamwork, critical thinking, creativity and communication. The objective of this work is to propose a causal structural model of the dimensions that configure digital competence in university students. The study was carried out with a non-probabilistic sample of 17301 students from the Andres bello University in Chile. The validity of this instrument was carried out by applying the partial least squares (PLS) method of structural equation modeling. The main result was that the model explained 32.90% of the true variance of the students' digital competence. In addition, the reliability, convergent and discriminant validity of the established causal relationships were verified, determining a model with an acceptable goodness of fit.

Taking into account that 15% of the world population suffers from some type of disability, few investigations have been concerned with knowing the level of digital competenceDigital Competence that students with functional diversity have. This research is based on an initial sample of 17,301 newly enrolled university students from the Andrés Bello University (Chile), of which 650 are selected for having some type of disability. Its main objective is to know the level of self-perception in the digital competenceDigital Competence of university students with disabilities and the variables that explain it. To do this, an evaluation instrument consisting of 6 dimensions (technological literacy, information search and processing, critical thinking, problem solving and decision making, communication and collaboration, digital citizenship, and communication and collaboration) is designed and applied. To calculate the validity of the instrument, the partial least squares (PLS) method is applied through structural equation modeling. Next, data is provided regarding the level of Digital CompetenceDigital Competence of the students and if there are differences between the types of disability. Finally, the data is subjected to a logistic regression to estimate the relationship between the dependent variable (digital competenceDigital Competence) and a set of independent variables (sociodemographic variables). The results reveal that the instrument used shows high levels of reliability, which guarantees its use in students with disabilities. Likewise, the average level of digital competenceDigital Competence is medium low. Finally, tThe factors that affect this variable are discussed and the necessary structuring of digital literacy plans is highlighted. Finally, this paper discusses new techniques for diagnosing students' digital skills.

El principal objetivo de este TFG ha sido desarrollar una propuesta de intervención apoyándonos en la metodología “Flipped Classroom” mediante el uso de las TIC (Tecnologías de la Información y la Comunicación) en Educación Infantil. Ante el avance de las nuevas tecnologías, es indispensable que los docentes continúen formándose y adaptándose a la actualidad, y no solo adaptarse, sino aprovechar esos recursos de los que hoy día disponemos y enfocarlos a una mejora de la enseñanza; sin cohibirnos de probar en las diferentes etapas educativas, en nuestro caso en la etapa de Educación Infantil. Partimos de un marco teórico donde hablamos de “Flipped Classroom” o “Clase Invertida” y de las TIC en Educación Infantil. También exponemos los aspectos clave de lo que consideramos una necesaria transformación metodológica en pos de una mejora de la enseñanza y el aprendizaje, adjuntando ejemplos de propuestas flipped en infantil. Como principal método para conseguir los objetivos citados, se ha diseñado una propuesta con la aplicación ClassDojo, la cual ha sido nuestro recurso principal por el que se ha desarrollado el resto de actividades. Destacamos la colaboración de las familias mediante las TIC junto con el flipped learning., The main focus of this end of degree project has been an intervention proposal based on the “Flipped Classroom” methodology through the use of ICT (Information and Communication Technology) for Pre-School. Considering the technological advances, it is essential for teachers to keep shaping and adapting to the present, taking advantage of the resources that we have nowdays to make an improvement at teaching, whatever the level of schooling where we may try it out. In this case we will focus on Pre-School. Starting with a theorical framework where we speak about “Flipped Classroom” and ICT we follow up with an exposition of the key aspects that would improve the way we teach (and the way they learn), based on the transformation of the methodology, annexing examples of flipped proposals at Pre-School. We have designed a suggestion with the application ClassDojo as the main method to achieve the mentioned objetives. This applitacion has been used as the main resource to develop the rest of the activities. The families collaboration through the ICT along with the flipped learning has to be highlited.

Currently, we are in a situation of transition in the way of teaching, caused by COVID-19. In a very short time, students have been forced to introduce in their teaching-learning process the use of digital resources that allow them to continue learning. Faced with this situation, an adequate digital competence is required, understood not as a single skill, but as a set of skills that facilitate the use of educational technology, teamwork, critical thinking, creativity and communication. The objective of this work is to propose a causal structural model of the dimensions that configure digital competence in technical-professional students. The study was carried out with a non-probabilistic sample of 17301 students from AIEP of the Andrés Bello University in Chile. The validity of this instrument was carried out by applying the partial least squares (PLS) method of structural equation modeling. The main result was that the model explained 32.90% of the true variance of the students' digital competence. In addition, the reliability, convergent and discriminant validity of the established causal relationships were verified, determining a model with an acceptable goodness of fit., Actualmente, estamos en una situación de tránsito en la manera de impartir docencia, provocado por el COVID-19. En muy poco tiempo, los estudiantes se han vistos forzados a introducir en su proceso de enseñanza-aprendizaje el uso de recursos digitales que les permita seguir aprendiendo. Frente a esta situación, se requiere una adecuada competencia digital, entendida no como una habilidad única, sino como un conjunto de habilidades que facilitan el uso de tecnología educativa, el trabajo en equipo, el pensamiento crítico, la creatividad y la comunicación. El objetivo de este trabajo es proponer un modelo estructural causal de las dimensiones que configuran la competencia digital en estudiantes técnico-profesionales. El estudio se hizo con una muestra no probabilística constituida por 17301 estudiantes procedentes de la AIEP de la Universidad Andrés Bello. La validez de este instrumento se ha llevado a cabo a partir de la aplicación del método de mínimos cuadrados parciales (PLS) de los modelos de ecuaciones estructurales. El principal resultado fue que el modelo explicaba un 32.90% de la varianza verdadera de la competencia digital del estudiantado. Además, se ha permitido verificar la fiabilidad, validez convergente y discriminante de las relaciones causales establecidas, determinando un modelo con una bondad de ajuste aceptable.

Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical capacities, with different dimensions and descriptors. The objective of this article is to compare and evaluate the feasibility of the DigCompEdu European Digital Competence Framework for Teachers (JRC) and the Common Framework for Teaching Digital Competence (INTEF). To do this, it is decided to carry out a theoretical reflection on said frameworks and a subsequent Delphi study with the coefficient of expert competence (CEC). 335 people participated, of which 275 (82.1%) were considered experts (CEC ≥ 0.8). The results indicate that, although they are very similar, the European DigCompEdu Teaching Digital Competence Framework is the most endorsed by experts. Finally, the idea that both are viable proposals to develop teaching digital skills through personalized training itineraries is presented., Resumo A tecnologia digital, como um dos elementos da Sociedade do Conhecimento, assume um papel determinante nos sistemas educativos, onde o papel do professor é fundamental. Nesse sentido, diferentes instituições defendem a importância do ensino de competências digitais, propondo modelos e marcos conceituais. Neles, classificam-se os conhecimentos e as competências que os professores devem desenvolver, combinando ca pacidades tecnológicas, profissionais, organizacionais e pedagógicas, com diferentes dimensões e descritores. O objetivo deste artigo é comparar e avaliar a viabilidade do DigCompEdu European Digital Competence Framework for Teachers (JRC) e do Common Framework for Teaching Digital Competence (INTEF). Para tal, opta-se por realizar uma reflexão teórica sobre os referidos enquadramentos e posterior estudo Delphi com o coeficiente de competência do perito (CCP). Participaram 335 pessoas, das quais 275 (82,1%) foram consideradas especialistas (CCP ≥ 0,8). Os resultados indicam que, embora sejam muito semelhantes, o Eu ropean DigCompEdu Teaching Digital Competence Framework é o mais endossado por especialistas. Por fim, apresenta-se a ideia de que ambas são propostas viáveis para desenvolver o ensino de competências digitais por meio de roteiros de treinamento personalizados.

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

De sobra es conocido por todos, que el ya no tan nuevo siglo XXI comenzaba con desafíos para las instituciones educativas, derivados, entre otros aspectos, por el uso de las tecnologías de la información y comunicación. Investigaciones llevadas a cabo por autores como Schröder y Krüger (2019) señalan, que los cambios derivados por la innovación educativa y la transformación, que se están produciendo en este momento en el terreno educativo, son muy superiores a las producidos en cualquier otro momento de la historia.