Digital competence in teaching and the design of innovative situations with ICT to improve learning

Abstract

INTRODUCTION. Digital competence in teaching is a topic of growing relevance in contem-porary education, in addition to its influence on the improvement of learning. In this sense, the transformative role of information and communication technologies (ICT) in teaching and learning, highlight the importance of such competence, both in teacher training and in the integral development of students. Consequently, the use of technologies in education has been widely researched, showing improvements in academic results, motivation, and attention to diversity. However, limitations and areas for improvement are also recognised. METHOD. We review the existing literature on digital competence in teaching and its application in different educational contexts, presenting a selection of ten articles that analyse the relationship between digital competence in teaching and the improvement of learning with ICT, as well as the challenges and opportunities presented by this integration in the educational environment. To this end, in addition to technical skills, the development of essential competences for an effective and ethical treatment in the digital world is considered. RESULTS. The articles included in the monograph address various topics such as self-perception of digital competence, the influence of the mode of teaching, the use of innovative strategies with digital resources, initial teacher training, the appropriate use of technology and its risks, and the benefits of technological media for students with special educational needs, among others. It offers a unique perspective on how ICT can be harnessed in innovative ways to improve educational practice and promote the development of key competences in students. DISCUSSION. The trans-formative potential of ICT in 21st century education emphasises the need to develop teachers’ digital competence to take full advantage of these technologies in the teaching-learning pro-cess. In addition, it is necessary to consider the pedagogical skills and innovative capacity of the teacher to design effective and creative learning situations. Thus, to achieve a greater im-pact of the didactic use of ICT as facilitating tools in the educational process, it is crucial to deepen the updating of the management of digital resources in the teacher’s competence pro-file. This implies defining and developing teachers’ digital competence, as well as improving teacher training and identifying their training needs in the technological field.