Digital Competence of Elementary School English Teachers in Southeast Mexico
Abstract
Given the various technological advances, information and communication technologies (ICT) have transformed the way a language is learned. Nowadays, education is implemented through innovative pedagogical models which allow technology to incorporate the various processes of teaching and learning of the English language. For the aforementioned reasons, this article describes the results of a survey on the level of digital competence that English teachers have in elementary school, based on the dimensions proposed by the authors Usher and Pajares (2007), as well as the variables that influence it. The study was quantitative, descriptive and transversal. The participants were teachers who were in the “Program of English in Basic Education in Yucatán” (PIEBY, by its acronym in Spanish). The results demonstrated that 81 % of the teachers have a low level of digital competence. Another important finding that was acquired from the study was that the technical, pedagogical and communication dimensions were identified as necessities to be addressed through training courses on a basic level; likewise, it was proven that the age and maximum degree of study variables influence the level of digital competence in teachers. Among the conclusions to emphasize is that ICT are very important tools for the teaching of the English language, as they help awaken the interest in students, they allow to create an interactive environment, they provide many support resources, and they favor the classes to be attractive and innovative.
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