Digital Competences of English University Teachers at Universidad Americana of Costa Rica

Abstract

Technology has come to society bringing with it an endless number of new applications and accessories that have facilitated the daily life of many at work, school and family level. These technologies have impacted all spheres of society, so the process of education is permeated by these changes, and therefore all levels of education. In the case of university teaching, the role of the teacher is in a period of change, in which the teacher must have the adequate and effective technological knowledge and skills. So, the objective ofs this study is to identify the digital competences of university teaching staff, in this case, the teachers of the English Language Teaching major of Universidad Americana, through an interpretative qualitative study. It was intended to know through an in-depth interview applied to the English teachers, about the knowledge on the use of new technologies in their courses. Within the results, it can be ascertained that English Language teaching staff of Universidad Americana of Costa Rica have an appropriate level of digital teaching competences despite the fact that they have obtained through empirical means, with a self-taught attitude and with their own experimentations in the teaching and learning process. Among the recommendations, it can be mentioned that the use of ICT leads to a process of constant updating of new applications, devices and software, which should be a teaching commitment to be carried out for life.