Digital competences for undergraduate teaching practice at two latin american universities
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Abstract
In the setting of higher education, several investigations have highlighted the importance of digital competence in university teaching, both for students and teachers. The objective of this research was to find out teachers' perceptions regarding the incorporation of technologies in their daily activities and to establish a link between digital competences and the dimensions that characterize teaching practice. The research is based on a descriptive, non-experimental, comparative case study design, which allowed us to analyze similarities and differences between the professors of the participating universities in Mexico and Cuba. 122 teachers with ages between 25 and 62 years old participated in the study. The results obtained allowed suggesting that there is an average level of development of digital competence in the field of teaching practice in the two public universities studied. Similarly, in general, there is a correlation between the didactic dimension and the personal and value dimension in both universities, which indicates that teachers who implement didactic strategies with the use of ICT show greater use and access to ICT.
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