Teacher digital competence as predictor of educational technology use in Spain

Identificador:  imarina:9466833

Handle: https://hdl.handle.net/20.500.11797/imarina9466833

Autores:  Rodriguez, MU; Verdú-Pina, M; Armengol, JV; Alvaro, CG

Resumen:
Teachers' Digital Competence (TDC) encompasses abilities, skills and attitudes that should enable the efficient use of Digital Technologies (DT) in the classroom. However, this relationship has not been measured systematically, considering the different variables involved. This study explores the influence of self-perceived TDC on the use of DT in the classroom, considering both internal factors -teaching experience, age, and gender of teachers- and external factors -type and vision of the school. For this purpose, a non-experimental quantitative study was designed with two questionnaires applied to a sample of 1,399 pre-schools to secondary school teachers in Spain. The results of the Partial Least Square Structural Equation Model (PLS-SEM) and multigroup moderation (MGA) show that the hypothesised relationships are mostly fulfilled, but in different ways according to gender. Self-perceived TDC emerges as the most significant predictor of TDC use in the classroom. Teaching experience moderates between TDC and use only for males, while age is a predictor of TDC only for females. This study is a first step towards ensuring the correct implementation of these technologies in educational centers. It contributes to making visible the importance of self-perception of TDC as a factor that helps to efficiently implement DTs, above external factors such as the vision of the center's vision.