Competencia digital de la inspección educativa en el tratamiento del Big Data

Abstract

The first objective of this study is to verify the relationship between the treatment of Big Data and the levels of digital competence in a sample of 386 educational inspectors. The second objective is to examine what implications this relationship could have in the performance of their professional jobs. We are in an age marked by technology, which is in all contexts, where educational processes and tasks derived from educational practice are being carried out in a digital plane, originating a great volume of data. This means that entities such as educational inspection need digital skills for effective professional development. A non-experimental, transactional design of a descriptive and correlational type was used. Data were collected using an ad hoc questionnaire. The results revealed that educational inspectors are capable of analysing large volumes of data. It is concluded that inspectors have a medium level of digital competence, achieving good skills in two specific areas.