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Pensamiento educativo

versão impressa ISSN 0717-1013versão On-line ISSN 0719-0409


ZARATE FLORES, Alfredo; GURIEVA, Natalia  e  JIMENEZ ARREDONDO, Víctor Hugo. The Holistic Practice of Educator Digital Competencies: Diagnostics and Prospective. Pensam. educ. [online]. 2020, vol.57, n.1, pp.1-16. ISSN 0717-1013.

Digital teaching competences emerge in the context of educational activity as a mechanism of development with high possibilities of success and feasibility. For teachers, the appropriate use of information and communication technologies (ICT) means the possibility of more agile, efficient, and effective communication with students. In this context, ICT are a fundamental means of production, dissemination, and assessment to meet educational needs and build meaningful learning. This study focuses on the creation of a diagnosis of digital teaching competences and the development of a prospective that helps the participants achieve better application of ICT in the context of building learning. This research identifies and describes digital competences and then develops sub- competences for each of them, which allows more significant pathways of action to be plotted out regarding the incorporation of ICT into the teaching-learning process. The instrument developed was applied to a group of teachers involved in the Bachelor’s Degree Program in Digital Arts at the Universidad de Guanajuato, Mexico. The analysis of the data enabled the development of a plan that would encourage better practices among the teachers on this program.

Palavras-chave : agency; communication; diagnostic; digital resources; digital teaching competences; higher education; improvement plan; learning process.

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