Digital skills in secondary school teachers in Mexico.
DOI:
https://doi.org/10.4151/07189729-Vol.52-Iss.2-Art.174Keywords:
Teaching skills education basic education digital education information and communication technologiesAbstract
The study addressed the perception of teachers about their digital skills and its relationshipwith sociovariables, academic and technology access. With a non-probability sampling, 194teachers were selected from 15 secondary public schools from a city in northern Mexico. Aninstrument answered by a Likert scale was designed for the study. The results indicate that inthe ‘Instrumental’ and ‘Cognitive’ factors, teachers perceived themselves as digital competent,while regarding the ‘Teaching-Methodological’ factors do not. The development of digitalskills are perceived negatively when correlated with age and positively with a postgraduatestudy, the number of courses attended and access to technologies. This implies the need tostrengthen the teaching-methodological skills of teachers and the development of skills thatcan be affected positively by training and facilitating access to technology teachers.
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Published
2013-06-29
How to Cite
Mortis-Lozoya, S., Valdés- Cuervo, A., Angulo, J., García, R., & Cuevas, O. (2013). Digital skills in secondary school teachers in Mexico. Perspectiva Educacional, 52(2), 135–153. https://doi.org/10.4151/07189729-Vol.52-Iss.2-Art.174
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Editorial
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Copyright (c) 2013 Sonia Mortis-Lozoya, Angel Valdés- Cuervo, Joel Angulo, Ramona García, Omar Cuevas
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.
