Competencia digital docente para la reducción de la brecha digital: Estudio comparativo de España y Costa Rica

Abstract

La inmersion de la sociedad en la era digital ha provocado transformaciones irrefrenables como la conectividad continua, el big data o la inteligencia artificial, que implican una mediatizacion tecnologica de todas las interacciones humanas y que requiere una formacion en competencias especificas. El objetivo principal del estudio se centro en realizar un analisis comparativo internacional en dos paises con contextos diferentes: Espana y Costa Rica, para demostrar que la globalizacion de las TIC y la conectividad han hecho que el profesorado sea piedra angular en el desarrollo de competencias digitales como garantia para la reduccion de las brechas digitales por uso y no por acceso. Con una metodologia cuantitativa de caracter descriptivo correlacional se analizaron cinco constructos de estudio en una muestra de 126 docentes procedentes de ambos paises. Los resultados evidencian que pese a las diferencias politicas, sociales y educativas de cada pais la percepcion de los docentes no es tan diferente. La conclusion principal es que los docentes en ambos paises se sienten seguros de sus capacidades digitales, estan motivados, entienden que el sistema educativo no responde a las necesidades actuales y ven necesaria una inclusion curricular especifica de la materia. Teacher’s Digital Competence for Reducing Digital Divide: Comparative Study Between Spain and Costa Rica The immersion of society in the digital age has caused unstoppable transformations such as continuous connectivity, big data or artificial intelligence, which imply a technological mediation in all human interactions and which require training in specific skills. The main objective of the study focuses on conducting an international comparative analysis between two countries within different contexts, Spain and Costa Rica, to demonstrate that the globalization of ICT and connectivity have made teachers a cornerstone in the development of digital skills as they are a guarantee for the reduction of the digital gap in the use and not in the access. Using a quantitative methodology of descriptive-correlational character, five study constructs were analyzed in a sample of 126 teachers from both countries. The results show that despite the political, social and educational differences in each country, the perception of teachers is not so different. The main conclusion is that teachers in both countries feel confident in their digital skills, are motivated, understand that the educational system does not respond to current needs, and they feel that a specific curricular inclusion of the subject is needed in formal education. Palabras clave: competencia digital, brecha digital, profesorado, TIC, formacion, educacion. Key words: digital competence, digital divide, teachers, ICT, training, education.