Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19

Abstract

Objective: to determine the teachers’ digital skills in relation to the implementation of virtual education in higher education in the department of Valle del Cauca, Colombia, as a consequence of the COVID-19 pandemic. Method: descriptive; the sample population was made up of 52 teachers working during the 2020-I academic period. The sampling error was of 6.5%. Data was gathered through two questionnaires with a reliability of 0.937 for both, and was measured through Cronbach’s Alpha reliability coefficient. Results: the study highlights the ease to classify digital information (78.85%), share information through virtual means (50.00%), edit digital content (40.38%), protect personal data (40.38%), and develop conceptual skills (42.31%). There are direct, positive, and strong correlations between three of the skills. The level of ability is placed in integrator II (52.00%).. Discussion and Conclusions: informatization and information literacy, communication and cooperation, as well as problem-solving, are the most developed skills, while digital content creation and safety are the weakest ones. Few teachers reach an innovative level in terms of skills. Strengthening strategies should be implemented in case the mandatory quarantine resulting from the pandemic extends, and if quality in the educational service offered in the institution needs to be ensured.