Evaluación de la Competencia Digital Docente: instrumentos, resultados y propuestas. Revisión sistemática de la literatura

Rosa García-Ruiz; Mariana Buenestado-Fernández; Maria Soledad Ramírez-Montoya

doi:10.5944/educxx1.33520

Autores/as

Rosa García-Ruiz Universidad de Cantabria, Spain https://orcid.org/0000-0003-1445-6968
Mariana Buenestado-Fernández Universidad de Cantabria, Spain https://orcid.org/0000-0002-3242-5332
Maria Soledad Ramírez-Montoya Tecnológico de Monterrey, México https://orcid.org/0000-0002-1274-706X

DOI:

https://doi.org/10.5944/educxx1.33520

Palabras clave:

competencia digital docente, instrumento de evaluación, formación docente, investigación educativa, tecnología, innovación educativa

Agencias Financiadoras:

Agencia Estatal de Investigación del Ministerio de Ciencia, Innovación y Universidades de España y el Fondo Europeo de Desarrollo Regional (RTI2018-093303-B-I00), European Union (Ventana Adelante-ICT385-22), Tecnologico de Monterrey, Mexico (ID Novus N21-207)

Resumen

La competencia digital docente (CDD) es un reto en la práctica profesional del profesorado y un problema identificado en la investigación al que dar respuestas. En concreto, la evaluación de la CDD es un elemento clave para tomar decisiones respecto a la formación de los docentes y a futuras líneas de investigación. Tomando este reto como foco, el objetivo de este artículo es proporcionar un panorama actualizado sobre las herramientas utilizadas en los procesos de evaluación de la competencia digital de los docentes, indagando en el tipo de diseño de investigación, instrumentos y análisis utilizados, así como los resultados obtenidos tras su aplicación y sus implicaciones. El estudio realizado se aborda desde una revisión sistemática de la literatura, siguiendo las directrices marcadas en la declaración PRISMA, con una muestra de 66 artículos publicados entre 2017 y febrero de 2022 en revistas indexadas en la Web of Science y Scopus, en los que se evalúa la CDD. Los resultados obtenidos muestran niveles medios y bajos de CDD diagnosticados y ofrecen evidencias de la relevancia de la evaluación de la CDD para su mejora. Así mismo evidencian que el marco europeo DIGCOMPEDU y el español propuesto por el INTEF, son seguidos por investigadores de todo el mundo. Sin embargo, es una práctica habitual que los investigadores elaboren su propio instrumento para evaluar la CDD, siendo el cuestionario de autoevaluación el utilizado en la mayor parte de los estudios, al tiempo que se recomienda complementarlo con otras herramientas cualitativas para evaluar el nivel real adquirido. Las conclusiones ponen de manifiesto que los investigadores coinciden en reclamar dos aspectos fundamentales: aumentar la formación docente en competencia digital y avanzar en diseños de investigación que permitan comprobar cómo mejora el nivel CDD a través de propuestas formativas contextualizadas a la etapa educativa o tipo de enseñanza.

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