Bibliographic citations
Gallesse, N., Rojas, G. (2022). Percepciones de docentes de la carrera de ingeniería industrial de una universidad privada de Perú sobre sus competencias digitales en un contexto de crisis sanitaria [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/663422
Gallesse, N., Rojas, G. Percepciones de docentes de la carrera de ingeniería industrial de una universidad privada de Perú sobre sus competencias digitales en un contexto de crisis sanitaria [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/663422
@mastersthesis{sunedu/3322823,
title = "Percepciones de docentes de la carrera de ingeniería industrial de una universidad privada de Perú sobre sus competencias digitales en un contexto de crisis sanitaria",
author = "Rojas Munive De Huali, Gabriela Elizabeth",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
The objective of this research is to identify the perceptions of teachers of the Faculty of Industrial Engineering of a private Peruvian university, about their digital skills in the context of the health crisis. Digital competences can be defined as the safe, critical and creative use of ICT to achieve objectives related to learning (European Parliament and the Council, 2006). Among the antecedents, it was found that teachers feel empowered regarding the digital environment, but indicate that the current educational system does not respond to the requirements of technological integration, and mention various circumstances that could hinder its use, such as the lack of resources, the conceptions or the insufficient of digital training (Fernández et al., 2018; González y Gutiérrez, 2017; Pérez et al., 2020; Robles, 2018). As a method of inquiry for this research, the qualitative approach with a phenomenological approach was used. The participants were eleven teachers to whom a semi-structured interview of 33 questions, of our own elaboration, was applied, which was based on the European DigCompEdu Framework. Among the most important results, it is evident that teachers see themselves at an integrator level; because they experiment with digital tools and adapt them to the context. Likewise, some see themselves as pioneers, that is, they question current digital and pedagogical practices and lead and inspire the rest. They also report that the institution where they work has provided them with the tools to face their work in this context.
This item is licensed under a Creative Commons License