Influencia de las herramientas virtuales en el desarrollo de competencias digitales en docentes de la Institución Educativa Jorge Basadre, 2021
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente estudio se realizó con la finalidad de determinar que las herramientas virtuales
influyen en el desarrollo de competencias digitales en docentes de la Institución Educativa
Jorge Basadre en el año 2021, con enfoque cuantitativo y diseño correlacional, como
técnica se empleó la encuesta y como instrumento el cuestionario para herramientas
virtuales estuvo constituido por 29 ítems y por 30 ítems para competencias digitales se
sometió a validación mediante Alfa de Cronbach cuyos valores fueron de 0,872 y 0,935
para primera y segunda variable. Los datos fueron procesados a través de Excel y SPSS V
24. Los resultados obtenidos muestran que en herramientas virtuales el 50% está en nivel
intermedio y en competencias virtuales 65% también en nivel intermedio. Para contrastar
la hipótesis se utilizó Rho Spearman el resultado fue de .881 correlación positiva alta muy
significativa, con p-valor menor a .05. Se concluye que al utilizar las herramientas virtuales
estas influyen en 88.1% en el desarrollo de competencias digitales utilizadas por los
docentes en el proceso de aprendizaje de los estudiantes, desarrollando la criticidad,
creatividad e innovación tecnológica en el proceso de trabajo profesional.
The present study was carried out with the aim of determining that virtual tools influence the development of digital competences in teachers at the Jorge Basadre Educational Institution in the year 2021, with a quantitative approach and correlational design. The survey was used as a technique and the questionnaire for virtual tools consisted of 29 items and 30 items for digital competences, and was submitted for validation using Cronbach's Alpha, whose values were 0.872 and 0.935 for the first and second variables. The data were processed using Excel and SPSS V 24. The results obtained show that in virtual tools 50% are at an intermediate level and in virtual competences 65% are also at an intermediate level. To test the hypothesis, Rho Spearman was used, and the result was .881, a highly significant high positive correlation, with a p-value of less than .05. It is concluded that the use of virtual tools has an 88.1% influence on the development of digital competences used by teachers in the student learning process, developing criticality, creativity, and technological innovation in the professional work process.
The present study was carried out with the aim of determining that virtual tools influence the development of digital competences in teachers at the Jorge Basadre Educational Institution in the year 2021, with a quantitative approach and correlational design. The survey was used as a technique and the questionnaire for virtual tools consisted of 29 items and 30 items for digital competences, and was submitted for validation using Cronbach's Alpha, whose values were 0.872 and 0.935 for the first and second variables. The data were processed using Excel and SPSS V 24. The results obtained show that in virtual tools 50% are at an intermediate level and in virtual competences 65% are also at an intermediate level. To test the hypothesis, Rho Spearman was used, and the result was .881, a highly significant high positive correlation, with a p-value of less than .05. It is concluded that the use of virtual tools has an 88.1% influence on the development of digital competences used by teachers in the student learning process, developing criticality, creativity, and technological innovation in the professional work process.
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HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History