DOI : https://doi.org/10.18517/ijaseit.10.1.10806

Digital Competences Relationship between Gender and Generation of University Professors

Andrea Basantes-Andrade (1), Marcos Cabezas-González (2), Sonia Casillas-Martín (3)
(1) Técnica del Norte University
(2) University of Salamanca, Paseo Canalejas 169, Salamanca, Spain
(3) University of Salamanca, Paseo Canalejas 169, Salamanca, Spain
Fulltext View | Download
How to cite (IJASEIT) :
Basantes-Andrade, Andrea, et al. “Digital Competences Relationship Between Gender and Generation of University Professors”. International Journal on Advanced Science, Engineering and Information Technology, vol. 10, no. 1, Feb. 2020, pp. 205-11, doi:10.18517/ijaseit.10.1.10806.
Citation Format :
Digital competences can be defined as the set of techno-pedagogical and communicational skills that allow teachers to function effectively within the educational contexts that new technologies generate. This research work was aimed to establish the relationship between the level of university professors’ digital competences concerning their gender and generation. The study was based on a sample of 613 professionals with an undergraduate degree, who came from different areas of Ecuador; they were the attendees to the "Training Program for Leveling Tutors using Virtual Modality" at Tí©cnica del Norte University (Ibarra -Ecuador). This research applied a quantitative and explanatory approach where the non-parametric statistical test of Chi-square was used to corroborate the validity of the data; it was obtained from a survey applied to the participants in this training course. The results show that the level of digital competences is gender independent but generation dependent. Generation Z is the one with the best digital capabilities, with an average of 61.14%. Regarding the gender, a dependence is observed only with two out of five groups of competencies analyzed in this study; the cloud storage and the interaction of social network. The research line of digital competences is extensive, the results should not be generalized or extrapolated without considering the characteristics of the educators and the context, it is suggested to assess the teaching staff digital competencies, considering other types of demographic variables, so that higher education institutions can carry out a comprehensive training planning in digital skills.

INTEF. (2013). Common Framework for Digital Teacher Competence. [Online]. Available: http://educalab.es/documents/10180/12809/Marco+competencia+digital+docente+2017/afb07987-1ad6-4b2d-bdc8-58e9faeeccea

A. Basantes, M. Naranjo, M. Gallegos and N. Bení­tez, “Mobile Devices in the Learning Process of the Faculty of Education Science and Technology of the Technical University of the North in Ecuador," Formación Universitaria Journal, vol. 10, 79-88, 2017.

F. Caena and C. Redecker, “Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu),” European Journal of Education, vol. 54, 356-369, 2019.

Z. Nyikes, “Digital competence and the safety awareness base on the assessments results of the Middle East-European generations,” Procedia Manufacturingl, vol. 22, 916-922, 2018.

J. Maderick, S. Zhang, K. Hartley and G. Marchand, “Preservice teachers and self-assessing digital competence”. Journal of Educational Computing Research, vol. 54, 326-351, 2016.

G. Moreno and S. Delgado, “Assessment of digital competence and attitudes towards ICT of university students,” Investigación Educativa Journal, vol. 31, 536-536, 2013.

M. Spante, S. Hashemi, M. Lundin and A. Algers, “Digital competence and digital literacy in higher education research: Systematic review of concept use,” Cogent Education, vol. 5, 1-21, 2018.

J. Vera, L. Torres and E. Martí­nez, “Assessment of basic ict competencies in teachers of higher education in Mexico,” PIXEL-BIT Media and Education Journal, vol. 44, 143-155, 2014.

M. Cabezas, S. Casillas, M. Sanches-Ferreira and F.L. Teixeira, “¿Condicionan el gí©nero y la edad el nivel de competencia digital? Un estudio con estudiantes universitarios,” Journal of Communication, vol. 15, 109-125, 2017.

A. Cabrera, C. Cruz and S. Sí¡nchez, “Analysis of the Digital Teaching Competence: Key Factor in the Performance of Active Pedagogies with Augmented Reality,” REICE: Journal Iberoamericana on Quality, Efficiency and Change in Education, vol. 17, 27-42, 2019.

J. Beltrí¡n and A. Vota, “Mexican students’ perspectives on ICT competencies. A gender-ba sed analysis,” Social Communication Latina Journal, vol. 73, 462-477, 2018.

A. Pí©rez, A. Castro and M. Fandos, “Digital Skills in the Z Generation: Key Questions for a Curricular Introduction in Primary School,” Comunicar Journal, vol. 49, 71-80, 2016.

R. Pí©rez, í. Rebollo-Catalí¡n and F. Garcí­a-Pí©rez, “The relationship between teacher training preferences and their digital skills on social networks,” Journal Pedagogy, vol. 68, 137-153, 2016.

M. Cabezas, S. Casillas and A. Pinto, “Primary education students` perception about their digital competence in the university of Salamanca” EDUTEC, Electronic of Educational Technology Journal, vol. 48, 1-14, 2014.

E. Gallardo-Echenique, L. Marquí©s-Molí­as, and M. Jan-Willem, “Let’s Talk about Digital Learners in the Digital Era,” Mexicana de bachillerato a distancia Journal, vol. 8, 148-182, 2016.

A. Pí©rez and M. Rodrí­guez, “Evaluation of the self-perceived digital competences of the Primary School Teachers in Castilla and Leon (Spain),” Investigación Educativa Journal, vol. 34, 399-415, 2016.

M. Dresel, “Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews,” Studies in Higher Education, vol. 40, 454-470, 2015.

C. Tí¸mte, A. Enochsson, U. Buskqvist and A. Kí¥rstein, “Educating online student teachers to master professional digital competence: The TPACK-framework goes online,” Computers and Education, vol. 84, 26-35, 2015.

F. Ferní¡ndez and M. Ferní¡ndez, “Generation Z's Teachers and their Digital Skills,” Comunicar Journal, vol. 46, 97-105, 2016.

J. Velasco, L. Naranjo and S. Vinueza, “Las competencias digitales en docentes y futuros profesionales de la Universidad Central del Ecuador,” Cí¡tedra, 2(1), 76-97, 2019.

G.H. Orozco, M. Cabezas, F. Martí­nez and M. Alonso, “Digital competence of the university faculty: case study of the universidad nacional de Chimborazo,” in Proc., ACM, 2016,papper 125332, p. 147.

T. Valdiviezo and M. Gonzí¡lez, “ Digital teaching practice: where are we?. teacher profile of elementary and secondary education. The case of Ecuador,” PíXEL-BIT, Revista de Medios y Educación, vol. 49, 57-73, 2016.

K. Yong, “The Framework of Cloud e-Learning System for Strengthening ICT Competence of Teachers in Nicaragua,” Int. J. Adv. Sci. Eng. Inf. Technol, vol. 8, 62-67, 2018.

D. George ang P. Mallery, SPSS for Windows step by step: A Simple Guide and Reference, 4er ed. Boston: Allyn and Bacon, 2003.

J. Suí¡rez, G. Almerich, B. Gargallo and F. Aliaga, “The competencies of teachers in ict: basic structure,” Educación XX1 Journal, vol. 16, 39-62, 2013.

K. Pozos and J. Tejada, “Competíªncias digitais em docentes de Educaí§í£o Superior: Ní­veis de Domí­nio e Necessidades Formativas,” Digital de Investigación en Docencia Universitaria Journal, vol. 12, 59-87, 2018.

J. Suí¡rez-Rodrí­guez, G. Almerich, M. Dí­az-Garcí­a and R. Ferní¡ndez-Piqueras, “ICT Competences of teachers. Influence of personal and contextual factors,” Universitas Psychological, vol. 11, 293-309, 2012.

J. Ferní¡ndez, M. Ferní¡ndez and B. Cebreiro, “Influence of personaland enviroment factors on classroom ict integration in Galicia,” Pixel-Bit Media and Education Journal, vol. 53, 79-91, 2018.

H. Espinosa, L. Betancur and D. Aranzazu, “Digital literacy and learning management systems (LMS) in university teaching,” Educación Superior Journal, vol. 43, 139-159, 2014.

A. Arras, C. Torres and A. Garcí­a-Valcí¡rcel, “Skills in Information Technology and Communication (ICT) of university students,” Journal Social Communication Latina, vol.66, 1-23, 2011.

B. Zempoalteca, J. Barragí¡n, J. Gonzí¡lez and T. Guzmí¡n, “Teaching training in ICT and digital competences in Higher Education System,” Apertura (Guadalajara, Jal.), vol. 91, 80-96, 2017.

S. Lozoya, A. Cuervo, J. Armenta, R. López and O. Salazar, “Digital skills in secondary school teachers in Mexico,” Perspectiva Educacional, Formación de Profesores Journal, vol. 52, 135-153, 2013.

J. Tena and A. Nava, “Las competencias digitales y sus efectos en la prí¡ctica docente. Estudio de caso,” Multidisciplinaria de Avances de investigación Journal, vol. 3, 11-29, 2017.

D. Nagamani and P. Muthuswamy, “Teacher's Professional Use of Information and Communication Technology in Secondary Schools in Tamil Nadu, India,” International Education Studies Journal, vol. 6, 64-73, 2013.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).