Desafíos y oportunidades en la alfabetización digital de los docentes: Una revisión sistemática
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Publisher
Tribunal
Abstract
La alfabetización digital de los docentes es crucial en el contexto de la digitalización de la enseñanza. La presente investigación tiene como objetivo analizar el estado actual de la alfabetización digital de los docentes, las barreras existentes y las implicaciones para la calidad educativa. Para ello se realizó una revisión sistemática de 20 estudios publicados a partir del 2020. En la estructuración del proceso se empleó el método PRISMA. Los hallazgos indicaron que, aunque algunos países como Kazajistán y Turquía reportan altos niveles, otros como Perú y México mostraron resultados más bajos. Se identificaron barreras que afectan la efectividad de la formación como la falta de motivación laboral, insuficientes programas de capacitación, la escasez de recursos tecnológicos y problemas de conectividad. Se resaltó la correlación que establece que una mayor alfabetización digital contribuye a mejorar la calidad educativa. Se concluye que es fundamental que las instituciones educativas aborden estas limitaciones.
Digital literacy of teachers is crucial in the context of the digitalization of teaching. The present research aims to analyze the current state of digital literacy of teachers, the existing barriers and the implications for educational quality. To do so, a systematic review of 20 studies published since 2020 was carried out. The PRISMA method was used to structure the process. The findings indicated that although some countries such as Kazakhstan and Turkey report high levels, others such as Peru and Mexico showed lower results. Barriers that affect the effectiveness of training were identified, such as lack of work motivation, insufficient training programs, scarcity of technological resources and connectivity problems. The correlation was highlighted, which establishes that greater digital literacy contributes to improving educational quality. It is concluded that it is essential for educational institutions to address these limitations.
Digital literacy of teachers is crucial in the context of the digitalization of teaching. The present research aims to analyze the current state of digital literacy of teachers, the existing barriers and the implications for educational quality. To do so, a systematic review of 20 studies published since 2020 was carried out. The PRISMA method was used to structure the process. The findings indicated that although some countries such as Kazakhstan and Turkey report high levels, others such as Peru and Mexico showed lower results. Barriers that affect the effectiveness of training were identified, such as lack of work motivation, insufficient training programs, scarcity of technological resources and connectivity problems. The correlation was highlighted, which establishes that greater digital literacy contributes to improving educational quality. It is concluded that it is essential for educational institutions to address these limitations.
Description
Vol. 4, No. 9
Keywords
Alfabetización digital, brecha digital, competencias digitales, desempeño docente, formación docente., Digital literacy, digital divide, digital skills, teacher performance, teacher training., Alfabetização digital, exclusão digital, competências digitais, desempenho docente, formação de professores.