Digital competence of future teachers in a Higher Education Institution in Paraguay

Abstract

The globalization of technology has caused much of social behavior to change, as well as the way we learn and teach. This change requires students and teachers to acquire new competencies to face the challenges of today's society. In this sense, the present study aims to analyze the perception of future teachers about their digital competence in four dimensions (ICT, pedagogical, social, ethical and legal aspects, and professional teacher training) who are in their final years at a Higher Education Institution in Paraguay. A quantitative methodology of a non-experimental correlational type was used, with a total of 330 participants. The results showed a very basic to basic training in digital competence and it was found that the more training in ICT and frequency of use of ICT, the greater the development of such competence; also, there is a significant relationship between gender and the dimensions (pedagogical, ICT and aspect, ethical and legal) and no correlation was found between age and the dimensions studied. It is concluded that there is a need for continuous training with respect to the digital competence of future teachers.