Analysis and Validity Evidence of the Digital Competence Questionnaire for Peruvian Teachers

• Henry Santa-Cruz-Espinoza ^[2] ; Nancy Barazorda Puga ^[3] ; Jorge Antonio Crisostomo Olivares ^[3] ; Jeannina Del Alva Huaman Carhuatocto ^[3] ; Luis Enrique Arenas Rebaza ^[3] ; Gina Chávez-Ventura ^[1]
  1. [1] Universidad César Vallejo

     Universidad César Vallejo

     Provincia de Trujillo, Perú

     
  2. [2] School of Psychology and the Centre for Research and Innovation, Universidad Autónoma del Perú, Lima, Peru
  3. [3] School of Communication Sciences, Universidad Autónoma del Perú, Lima, Peru

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• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 19, Nº. 1, 2024, págs. 33-38
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Non-experimental instrumental study whose objective was to analyze digital competences in a sample of Peruvian teachers and to show evidence of validity of the self-report questionnaire used. The Digital Competence Questionnaire was administered to a non-probabilistic sample of 414 participants. The results confirmed the multidimensional structure with five correlated factors and the reliability of the instrument. The comparative analysis indicated that basic education teachers have the lowest digital competence. Post-hoc comparisons showed that teachers with higher academic degree and younger age presented higher digital competence in relation to their comparison group. The results suggest differences in teachers’ digital competence according to some personal aspects.