Digital Competencies and Attitude Toward the Use of Information Technologies in Secondary School Teachers in a Peruvian Public Educational Institution

Abstract

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

Citation

Ramirez-Asis, E., Huaranga-Toledo, H., Bullón-Miguel, Y., Rodriguez-Nomura, H. and Rodríguez-Orellana, H.M. (2024), "Digital Competencies and Attitude Toward the Use of Information Technologies in Secondary School Teachers in a Peruvian Public Educational Institution", Hamdan, A. (Ed.) Technological Innovations for Business, Education and Sustainability (Technological Innovation and Sustainability for Business Competitive Advantage), Emerald Publishing Limited, Leeds, pp. 153-167. https://doi.org/10.1108/978-1-83753-106-620241011