Analysis of Digital Competence for Spanish Teachers at Pre-University Educational Key Stages during COVID-19

Esteban Pérez-Calderón, Jorge-Manuel Prieto-Ballester and Vanessa Miguel-Barrado
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Esteban Pérez-Calderón: Faculty of Economics, University of Extremadura, 06006 Badajoz, Spain
Jorge-Manuel Prieto-Ballester: Faculty of Education, University of La Rioja, 26006 Logroño, Spain
Vanessa Miguel-Barrado: Faculty of Law, University of Extremadura, 10004 Cáceres, Spain

IJERPH, 2021, vol. 18, issue 15, 1-22

Abstract: Over time, the role of information and communication technologies (ICT) has become increasingly important in most areas of our lives, including education. So much so, that during the COVID-19 pandemic, the use of these tools has been essential to continue the teaching process. One of the great challenges facing teachers today is their need to adapt to this new educational scenario by acquiring the necessary digital skills. The aim of this study is to determine the level of competence of teaching in pre-university education key stages. To this end, a questionnaire was distributed among education centres and teachers in the Autonomous Community of Extremadura, obtaining 109 valid responses. The analysis methodology was the formation of clusters using the K-means model. The results confirmed that the teachers perceived a medium-high level of knowledge and use of ICT. Moreover, that this digital competence is conditioned by factors such as age, experience, gender, and level of education. In conclusion, public administrations are encouraged to facilitate teachers’ knowledge and application of ICT according to the profiles identified.

Keywords: pre-university education; COVID-19; digital competence; ICTs (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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