Alfabetización digital y el desarrollo de competencias digitales en docentes rurales de educación secundaria
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El avance de las Tecnologías de la Información y Comunicación (TIC) ha transformado la manera en que los individuos se comunican y abordan los desafíos cotidianos. En respuesta a esta evolución, ha surgido la alfabetización digital como una nueva área de estudio, destinada a incorporar eficazmente estos recursos en los procesos educativos. Este estudio se enfoca en explorar la relación entre la alfabetización digital y las competencias digitales en docentes del Instituto de Educación UGEL, ubicado en una zona rural de Yunguyo, provincia de Puno, Perú. Se implementó un diseño de campo correlacional de tipo transversal, con una muestra conformada por 40 docentes de dicha localidad. Los resultados revelan una correlación significativa (r = 0,796, α = 0,05) entre la alfabetización digital y las competencias digitales de los docentes. De manera concluyente, se destaca que el desarrollo de competencias digitales se ve notablemente favorecido por la alfabetización digital.
The advancement of Information and Communication Technologies (ICT) has transformed the way individuals communicate and address everyday challenges. In response to this evolution, digital literacy has emerged as a new area of study, aimed at effectively incorporating these resources into educational processes. This study focuses on exploring the relationship between digital literacy and digital competencies in teachers of the UGEL Education Institute, located in a rural area of Yunguyo, province of Puno, Peru. A cross-sectional correlational field design was implemented, with a sample of 40 teachers from that locality. The results reveal a significant correlation (r = 0.796, α = 0.05) between digital literacy and teachers' digital competencies. Conclusively, it is highlighted that the development of digital competencies is significantly favored by digital literacy.
The advancement of Information and Communication Technologies (ICT) has transformed the way individuals communicate and address everyday challenges. In response to this evolution, digital literacy has emerged as a new area of study, aimed at effectively incorporating these resources into educational processes. This study focuses on exploring the relationship between digital literacy and digital competencies in teachers of the UGEL Education Institute, located in a rural area of Yunguyo, province of Puno, Peru. A cross-sectional correlational field design was implemented, with a sample of 40 teachers from that locality. The results reveal a significant correlation (r = 0.796, α = 0.05) between digital literacy and teachers' digital competencies. Conclusively, it is highlighted that the development of digital competencies is significantly favored by digital literacy.
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Vol. 8, No. 32