Interpretation of the digital teaching competences in the university context
DOI:
https://doi.org/10.22335/rlct.v10i1.518Keywords:
digital competences, university spaces, TICAbstract
The objective of the research was to interpret realities in digital competences of teachers and students in Norte de Santander, to contribute to quality education in the era of knowledge in which modern societies live, innovating and transforming the university reality through the consolidation of digital competences based on reflective thinking towards meaningful and collaborative learning with a pedagogical horizon critical partner supported by theories of complexity and constructivism to get the three basic elements concur: State-Teacher-Students. The integration of technology in university academic spaces has been transformed, from being a tendency to serve as an element to encourage and assist in the construction of the pedagogical entity of those who exercise that role and in the development of graduates with creative minds, elements necessary for their relevant insertion into society, to align qualification activities and training in teachers, in competences related to continuous learning, information management, networking, communication among others; in coherence with the pedagogical socio-critical horizon taken by the University and in synchrony with the educational goals proposed by the national government in the search for a strengthened graduate to integrate into the professional scene of the 21st century. For this, this research was developed based on qualitative methodology, through ethnography and with a method of hermeneutical analysis, completing four systematic phases for the correct management of research, selected as key informants teachers, students who were applied the in-depth interview as well as the participant observation, the analysis of the information was carried out through the categorization, emerging crucial results in the academic spaces for the consolidation of digital competences. Results show the limited mastery of digital competences by teachers and students in achieving significant learning; it is concluded that there is a distancing between reality and what should be; that is, between the planning and execution of actions that lead to the use, familiarization and integration of technologies as demanded and practices in the current educational and labor environment.
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