Citas bibligráficas
Palomino, V., (2016). Las competencias tecnológicas básicas de los docentes de aula de innovación pedagógica de la UGEL Arequipa Sur, desde su propia perspectiva [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6957
Palomino, V., Las competencias tecnológicas básicas de los docentes de aula de innovación pedagógica de la UGEL Arequipa Sur, desde su propia perspectiva [Tesis]. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6957
@mastersthesis{renati/535457,
title = "Las competencias tecnológicas básicas de los docentes de aula de innovación pedagógica de la UGEL Arequipa Sur, desde su propia perspectiva",
author = "Palomino Flores, Víctor Jesús",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
It presented today in Peru, a reduction in the student/computer ratio average of 71 in 2000 to 7 in 2015, to this is the rise of international organizations offering teaching competencies for this century in the technological aspect adds. This context of new scenarios and teacher performance motivated the present experimental no descriptive quantitative study, in order to determine the level of basic technological competencies in sixty classroom teachers pedagogical innovation of educational institutions in the field of Unidad de Gestión Educativa Local Arequipa Sur, from their own perspective. Methodologically the survey technique based on a questionnaire previously validated by expert judgment and subjected to the test of internal consistency of Cronbach's alpha (0.981) was used. In addition the instrument considered a total of 55 items in six dimensions. Among the results highlighted a 43,33; 48,33 and 50,00% of teachers surveyed are located in the advanced level corresponding to the dimensions of knowledge of basic technology, work with basic computer applications and Internet activities respectively. However the frequency at this advanced level is reduced to 28,33; 41,67 and 23,33% of teachers in the management of educational software, multimedia applications activity and management of multimedia presentations respectively. The latter results in 41,67; 36,67 and 51,67% of the teachers are located in the basic level of technological competencies to the aforementioned dimensions.
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