La relación entre las competencias digitales de docentes universitarios de la enseñanza de inglés y el uso didáctico de las tic: un estudio en costa rica
Fecha
2024
Tipo
tesis de maestría
Autores
Alpízar Rodríguez, Mario Esteban
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
Esta investigación tuvo como objetivo determinar, describir y medir la relación entre las competencias digitales y el uso didáctico de las TIC por parte de las personas docentes universitarias de la enseñanza de inglés de diferentes universidades, tanto públicas como privadas, de Costa Rica. Desde la etapa de contextualización se analizaron varios modelos de competencias digitales en diferentes regiones del globo, para comprender cómo se trataron previamente las competencias digitales de los docentes universitarios en el campo académico. La investigación se fundamentó en un paradigma positivista, con enfoque cuantitativo y de tipo correlacional, apoyado en técnicas estadísticas para abordar la relación entre variables. Se utilizó la técnica de recolección de datos por medio de un cuestionario de escala Likert, lo que permitió al investigador analizar los datos recolectados y llegar a conclusiones y recomendaciones. Los sujetos participantes fueron 126 docentes universitarios de la enseñanza de inglés de diferentes universidades, tanto públicas como privadas, del país, como la Universidad de Costa Rica, Universidad Nacional, Universidad Estatal a Distancia, Universidad Técnica Nacional, Universidad Americana, Universidad Latina de Costa Rica, entre otras. En efecto, se determinó que existe una relación ascendente, constante y positiva entre las dimensiones de competencias digitales docentes y el uso didáctico de las TIC de los sujetos de investigación, siendo una población joven, con conocimiento empírico de las TIC al haber nacido y crecido en una generación de transición digital que cuentan con competencias digitales desarrolladas que impactan la instrucción de sus cursos a nivel universitario.
This research aimed to determine, describe, and measure the relationship between digital competences and the didactic use of ICT (Information and Communication Technologies) by university English teachers from different public and private universities in Costa Rica. From the contextualization stage, several models of digital competences in different regions of the world were analyzed to understand how digital competences of university teachers were previously addressed in the academic field. The research was based on a positivist paradigm, with a quantitative and correlational approach supported by statistical techniques to address the relationship between variables. The data collection technique used a Likert scale questionnaire, which allowed the researcher to analyze the collected data and draw conclusions and recommendations. The participants were 126 university English teachers from different public and private universities in the country, such as the University of Costa Rica, National University, Distance State University, National Technical University, American University, Latin University of Costa Rica, among others. Indeed, it was determined that there is a positive, consistent, and upward relationship between the dimensions of digital competences of teachers and the didactic use of ICT by university English teachers. They are a young population with empirical knowledge of ICT, having been born and raised in a digital transition generation, which has developed digital competences that impact the instruction of their university courses.
This research aimed to determine, describe, and measure the relationship between digital competences and the didactic use of ICT (Information and Communication Technologies) by university English teachers from different public and private universities in Costa Rica. From the contextualization stage, several models of digital competences in different regions of the world were analyzed to understand how digital competences of university teachers were previously addressed in the academic field. The research was based on a positivist paradigm, with a quantitative and correlational approach supported by statistical techniques to address the relationship between variables. The data collection technique used a Likert scale questionnaire, which allowed the researcher to analyze the collected data and draw conclusions and recommendations. The participants were 126 university English teachers from different public and private universities in the country, such as the University of Costa Rica, National University, Distance State University, National Technical University, American University, Latin University of Costa Rica, among others. Indeed, it was determined that there is a positive, consistent, and upward relationship between the dimensions of digital competences of teachers and the didactic use of ICT by university English teachers. They are a young population with empirical knowledge of ICT, having been born and raised in a digital transition generation, which has developed digital competences that impact the instruction of their university courses.
Descripción
Palabras clave
DOCENCIA, UNIVERSIDAD, TECNOLOGÍA DE LA INFORMACIÓN, COMUNICACIÓN, ENSEÑANZA DE IDIOMAS, INGLÉS, COMPETENCIAS DEL DOCENTE