Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual

Abstract

Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.