Teaching digital competence and use of digital technologies in university education

Abstract

INTRODUCTION. This article analyses the research results on the relationship between digital teaching competence (CDD) and the digital technologies (DT) use, to support higher education at the University of Nariño (Colombia); this includes the evaluation of digital educational resources use, technological devices and different types of digital tools. The project is based on the need to determine the results obtained after the implementation of the institutional strategy to promote the use and appropriation of these technologies in the educational process, so that there is evidence to support decision-making for its improvement. METHOD. The methodology used for the research was quantitative, non-experimental, with a descriptive and correlational scope. For this, two duly validated questionnaires were used, made up of closed questions, which were applied to a sample of 162 teachers from different faculties. RESULTS. The results indicate that about a half of teachers make very frequent use of different tools, digital content and technological devices; likewise, it is shown that there is a close relationship between technologies frequency use and teaching staff self-perceived CDD level. DISCUSSION. The discussion addresses the importance and usefulness of the results obtained, with a view to developing concrete actions to improve the indicators evaluated. In addition, it is analysed how research in this field provides important information, so that universities can design improvement plans and use of available TD, as occurred in the evaluated university. The study model that has been developed can be transferable to other Higher Education institutions.