Citas bibligráficas
Mas, K., (2022). La competencia digital y su relación con el desempeño docente de la Institución Educativa Técnico Industrial Bagua, Amazonas, 2022 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/4834
Mas, K., La competencia digital y su relación con el desempeño docente de la Institución Educativa Técnico Industrial Bagua, Amazonas, 2022 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2022. http://hdl.handle.net/11458/4834
@mastersthesis{renati/1055228,
title = "La competencia digital y su relación con el desempeño docente de la Institución Educativa Técnico Industrial Bagua, Amazonas, 2022",
author = "Mas Villanueva, Keny Arnold",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2022"
}
Digital competence and its relationship with the teacher performance at the Bagua Industrial Technical Educational Institution, Amazonas, 2022. Faced with the current situation, there is a need to rethink traditional teaching methods and adapt new methodologies through curricular reorganization and the integration and use of technological media for interaction with students. However, the integration of technologies in educational institutions and social agents has been an inequality, not because of the lack of tools, but rather, mainly because of the pedagogical practices that have been developed during all these decades and the meaning of digital competence. Despite the fact that teachers act as mediators between education and technological tools, many of them avoid using them due to their lack of training in these tools. The purpose of the study was to determine the relationship between digital competence and teacher performance at the Bagua Industrial Technical Educational Institution, Amazonas, 2022. The research was conducted in the city of Bagua, department of Amazonas during the period 2022. The methodological treatment was developed in the basic research, descriptive level, correlational design of transversal scope, having as population sample 39 teachers, being subject to the application of data collection through the instrument of two questionnaires. The questionnaires were submitted to the validation procedure by means of expert judgment, and the reliability of the instruments was estimated, complying with the acceptability for their application to the group of teachers who are part of the study. According to the descriptive results, it was determined that the level of digital competence reached a low level of 51.3%, as well as the dimensions of technological competence, informational competence and pedagogical competence presented a low command of 59%, 53.8% and 43.6% respectively. The level of teaching performance reached a regular level of 46.2%, as well as in the dimensions of preparation for learning, teaching for learning, participation in school and community management, and development of professionalism and teacher identity, they presented a regular command with values of 59%, 56.4%, 41% and 56.4%, respectively. It is concluded that, when correlating the studied variables, digital competence and teaching performance, a statistically significant association is asserted with an index of Rho = 0.468, and the bilateral sigma = 0.003, which means medium and significant reciprocity. Therefore, it is decreed that, as teachers improve their digital competence, it will have a positive impact on the teaching occupation, and vice versa.
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