Publication: Competencia digital de los docentes Canarios para atender a la
diversidad funcional
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Date
2022
Authors
Carrillo-López, Pedro José ; Hernández-Gutiérrez, Ana Adela
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
Antecedentes: el estudio de la formación de los docentes es de suma importancia para
alcanzar una educación de calidad. Objetivo: analizar el nivel de competencia digital de los
docentes de las Islas Canarias respecto a la aplicación de las TIC para personas que presentan
diferentes tipos de discapacidades. Método: se diseñó un estudio descriptivo transversal
compuesto con una muestra de 678 docentes. El cuestionario utilizado se denomina
Diagnóstico y formación del profesorado para la incorporación de las TIC en alumnado con
diversidad funcional. Resultados: el conocimiento Global TIC alcanza una puntuación
sustancialmente inferior a la media del cuestionario (20,48 vs. 30,00). Según el sexo, se han
hallado diferencias significativas en la dimensión Auditiva y Cognitiva a favor de las mujeres
(p < 0,05). Aquellos que tienen entre 26-35 años obtienen una mayor puntuación en todas las
dimensiones (p < 0,05). Conclusión: el profesorado de las Islas Canarias muestra una baja
capacitación con respecto a la aplicación de las TIC con alumnado que presenta discapacidad.
Estos resultados pueden ser de especial interés para el contexto sanitario y educativo con el
fin de desarrollar itinerarios de formación docente que permitan contribuir a la mejora de la
calidad del proceso de enseñanza-aprendizaje.
Background: the study of teacher training is of utmost importance to achieve quality education. Objective: to analyse the level of digital competence of teachers in the Canary Islands with regard to the application of ICT for people with different types of disabilities. Method: a descriptive cross-sectional study was designed with a sample of 678 teachers. The questionnaire used was called Diagnosis and teacher training for the incorporation of ICT in students with functional diversity. Results: Global ICT knowledge scored substantially below the average (20,48 vs. 30,00). According to gender, significant differences were found in the Auditory and Cognitive dimensions in favour of females (p < 0,05). Those aged 26-35 years scored higher on all dimensions (p < 0,05). Conclusion: Teachers in the Canary Islands show a low level of training with regard to the application of ICT with students with disabilities. These results may be of special interest for the health and educational context in order to create and develop teacher training itineraries that can contribute to improving the quality of the teaching-learning process.
Background: the study of teacher training is of utmost importance to achieve quality education. Objective: to analyse the level of digital competence of teachers in the Canary Islands with regard to the application of ICT for people with different types of disabilities. Method: a descriptive cross-sectional study was designed with a sample of 678 teachers. The questionnaire used was called Diagnosis and teacher training for the incorporation of ICT in students with functional diversity. Results: Global ICT knowledge scored substantially below the average (20,48 vs. 30,00). According to gender, significant differences were found in the Auditory and Cognitive dimensions in favour of females (p < 0,05). Those aged 26-35 years scored higher on all dimensions (p < 0,05). Conclusion: Teachers in the Canary Islands show a low level of training with regard to the application of ICT with students with disabilities. These results may be of special interest for the health and educational context in order to create and develop teacher training itineraries that can contribute to improving the quality of the teaching-learning process.
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