La competencia digital de los docentes como predictora del uso de la tecnología en las aulas españolas

teacher digital competence
digital technologies
primary education
secondary education
PLS-SEM competencia digital docente
tecnologias digitales
educación primaria
educación secundaria
PLS-SEM

Abstract

Teachers' Digital Competence (TDC) encompasses abilities, skills and attitudes that should enable the efficient use of Digital Technologies (DT) in the classroom. However, this relationship has not been measured systematically, considering the different variables involved. This study explores the influence of self-perceived CDD on the use of DT in the classroom, considering both internal factors -teaching experience, age and gender of teachers- and external factors -type and vision of the school-. For this purpose, a non-experimental quantitative study was designed with two questionnaires applied to a sample of 1,399 pre-school to secondary school teachers in Spain. The results of the Partial Least-square Structural Equation Model (PLS-SEM) and multigroup moderation (MGA) show that the hypothesised relationships are mostly fulfilled, but in different ways according to gender. Self-perceived CDD emerges as the most significant predictor of TD use in the classroom. Teaching experience moderates between TDD and use only for males, while age is a predictor of TDD only for females. This study is a first step towards ensuring the correct implementation of these technologies in educational centres and contributes to making visible the importance of self-perception of CDD as a factor that helps to efficiently implement DTs, above external factors such as the vision of the centre.

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