https://doi.org/10.37815/rte.v35n3.1080
Original articles
Digital Competences of English University
Teachers at Universidad Americana of Costa Rica
Competencias Digitales de los Docentes de Inglés de la Universidad
Americana de Costa Rica
Mario
Esteban Alpízar Rodríguez1
1Uni=
versidad
Americana, San José, Costa Rica
mario.alpizar1@uamcr.net
=
Sent: <=
/span>2023/09/26 Accepted: 2023/12/14 Published: 2023/12/30 Abstract Summary: Introductio=
n, Method,
Results and Discussion and Co=
nclusions
and Recommendations. How to cite: Alpízar, M. (2023). Digital Competences of English University
Teachers at Universidad Americana of Costa Rica. Revista
Tecnológica - Espol, 35(3), 193-210. =
Keywords: D=
igital
competences, teachers’ competences, didactical resources use, technological
competences, Information and Communication Technologies. Resumen La tecnología ha llegado a la sociedad trayendo con=
sigo
un sinfín de nuevas aplicaciones y accesorios que han facilitado la vida di=
aria
de muchas personas en el trabajo, la escuela y la familia. Estas tecnologías
han impactado en todas las esferas de la sociedad, por lo que el proceso
educativo está impregnado de cambios, y esto aplica a todos los niveles de =
educación.
En el caso de la docencia universitaria, el papel del profesor está en un
período de cambio, en el que el docente debe tener los conocimientos y
habilidades tecnológicas adecuadas y efectivas. Por lo tanto, el objetivo de
este estudio es identificar las competencias digitales del personal docente
universitario, en este caso, los profesores de la carrera de Enseñanza del
Idioma Inglés de la Universidad Americana, a través de un estudio cualitati=
vo
interpretativo. Se indagó, a través de una entrevista de profundidad aplica=
da a
los docentes de inglés, su conocimiento sobre el uso de las nuevas tecnolog=
ías
en sus cursos. Dentro de los resultados, se puede afirmar que el personal
docente de enseñanza del idioma inglés de la Universidad Americana de Costa=
Rica
tiene un nivel adecuado de competencias digitales a pesar de haberlas adqui=
rido
de forma empírica, con una actitud autodidacta y a través de sus propios
experimentos y adaptaciones en el proceso de enseñanza y aprendizaje. Entre=
las
recomendaciones, se puede mencionar que el uso de las TIC conduce a un proc=
eso
de actualización constante de nuevas aplicaciones, dispositivos y software,=
lo
cual debería ser un compromiso docente que se lleve a cabo de por vida.
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. T=
hese
technologies have impacted all spheres of society, so the process of educat=
ion
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 chan=
ge,
in which the teacher must have the adequate and effective technological
knowledge and skills. So, the objective of this study is to identify the
digital competences of university teaching staff, in this case, the teacher=
s of
the English Language Teaching major of Universidad Americana, through an
interpretative qualitative study. It was intended to know through an in-dep=
th
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 b=
e a
teaching commitment to be carried out for life.
Introduction
Information and Communication Technologies (ICT), defined as
technological resources composed of equipment, devices, programs and
applications necessary for the storage and transmission of information thro=
ugh
the Internet interface, have impacted most spheres of society due to the ne=
ed
for acceleration and efficiency in the so-called digital society (Borromeo =
and
Ramírez, 2016; Echeverría, 2014).
Education is one of the spheres of society that has been influenced = and permeated by these new technologies, transforming the educational field and= its actors. Teachers are an essential part of the teaching process and greatly influence learning. Therefore, it is vital that they have the appropriate skills, knowledge and competences to promote and establish suitable spaces = for knowledge creation and skills development through the use of ICT, according= to the demands of the 21st century (Carballo, et al, 2015).<= o:p>
When competence is dimensioned to the actions of the teacher, a vari=
ety
of teaching competences are linked to the interdisciplinary field covering
pedagogical, curricular, didactic aspects, among others. Through the Common
Framework of Digital Teaching Competence, issued in Spain in 2017, there is=
a
basis for digital teaching competences in the context of higher education. =
To
reinforce the previous statement, the study of Salinas, Benito, and Lizana
(2014) indicates that among the components that must include are both
technological knowledge and the pedagogical aspect, as well as the effect of
technological devices on both people and the teaching process.
The teacher does not only need to be literate in the use of technolo=
gies
but also to combine different teaching competences and adapt them to an
integral use of technologies. Additionally, the teacher must be a learning
companion, requiring skills that allow the development of a complex set of
tasks and skills that involve support in the cognitive, socio-affective, and
didactic plans (Gros, 2011).
Based on this premise, the purpose of this research is to describe t=
he
digital skills possessed by university teachers of the English Teaching maj=
or
and its graduate programs at the three campuses of Universidad Americana in
Costa Rica.
Background on models and frameworks of digital teaching competences<= o:p>
Digital competences are described by Sánchez, Gama, and Zanatta (201=
5)
as the knowledge and management of ICT by users. The teacher, through digit=
al
competences, is able to design materials and instructional strategies accor=
ding
to the needs of the current century, adapting to the technological advancem=
ents
of the time (Aguirre & Ruiz, 2012).
Among the diverse models of digital teaching competences analyzed, s=
ome
examples include:
Tabla 123
Demographics
|
Age range |
Profession |
Number of years teaching experience in
higher education |
Highest academic degree |
|
This
characteristic spans from 30 to 49 years old |
English teachers in the
university |
The range varies from 5 to 23 years=
|
Three of the interviewees hold a Graduated
English Language Teaching Degree |
|
They have additional jobs in the Minist=
ry
of Public Education or private educational institutions, and even in other
fields such as sociology and finance analysis. |
|
Three of the interviewees hold a master’s
degree related with Education |
|
|
It highlights the reality in the countr=
y,
where it is common and necessary to have multiple jobs for economic, prof=
essional,
or experiential reasons. |
|
Source: Own elaboration based on the obtained information.
The information is
gathered and analyzed using the Atlas.Ti softwa=
re.
The first category is represented by a semantic web, which enhances underst=
anding
of the data relationships.
Continuing wit=
h the
second section of the interview, which focuses on Teacher Training on the u=
se
of ICT, the majority of university teachers in the English teaching program=
at
Universidad Americana are familiar with the term "digital teaching com=
petence."
They agree that it encompasses the knowledge, skills, and strategies requir=
ed
for implementing ICT, including the use of technological tools to create
learning environments, promote communication, and enhance the teaching proc=
ess.
These teachers=
have
acquired their digital ICT skills through a combination of self-learning and
online training offered by other institutions. It is worth noting that all
interviewees agree on being self-taught and express a willingness to experi=
ment
with new digital tools, especially during the pandemic.
Figure 1<= o:p>
Category: Teac=
her
Training on the use of ICT
Source: Own
elaboration through Atlas.Ti
Re=
garding
their training process in the use of ICT, different perspectives emerge. In
some cases, they describe it as simple, as some of them are digital natives
with prior experience in using ICT tools. They also highlight the attitudes
required for experimentation and integration, such as patience and careful
consideration to maximize the use of these technologies.
In=
other
cases, they indicate that the training process was complicated due to the l=
ack
of institutional training and follow-up on methodologies and techniques that
integrate the use of ICT, such as creating learning environments, adopting =
new
perspectives, and implementing virtual or distance learning models.
Mo=
ving
on to the essential digital competences that university teachers in the Eng=
lish
teaching program should possess, they point out the importance of understan=
ding
the theoretical aspects of ICT, knowing how to use tools and their objectiv=
es,
creating and utilizing digital platforms, engaging in forums, using tools l=
ike Quizziz, Kahoot, and eBooks. Several interviewees agr=
ee
that having basic technical knowledge about ICT, such as familiarity with
hardware and devices, internet browsing skills, and promoting student
empowerment in ICT usage, is crucial.
Ad=
ditional
criteria include defining rules and boundaries for using these tools,
respecting service hours and personal spaces, adopting new methodologies,
utilizing office packages, employing IOs, Linux, and free software, utilizi=
ng
digital platforms, and continuously updating knowledge about these tools.
Th=
e next
section of the interview focused on Appropriation and Teaching Experience,
specifically regarding the use and integration of ICT in their courses.
Teachers expressed varied perspectives, with some emphasizing their teaching
methodologies while others focused on the specific tools they use. The
following semantic web provides further details on this category.
Figure 2<= o:p>
Category: Appr=
opriation
and Teaching Experience
Source: Own
elaboration through Atlas. Ti
So=
me
teachers indicated that they encourage collaboration, the use of the intern=
et,
reliance on credible sources, and the utilization of virtual environments.
Others focus on the tools they employ to develop their courses, but they do=
not
describe the methodologies or techniques they apply or their intended purpo=
ses.
Some of the mentioned tools include Moodle, Microsoft Teams, Google Meet,
online quizzes, digital platforms, video podcasts, Kahoot, interactive boar=
ds,
recordings, and the use of the university's virtual campus.
In
addition to the mandatory transition to virtual education due to protocols =
and
the pandemic, teachers cite various reasons for incorporating ICT. These
include fostering innovation, facilitating access, ensuring ease of use,
enhancing practicality in aspects of rules, organization, and evaluation, a=
nd
staying updated with teaching knowledge. They also mention the ecological
benefits of using these technologies to promote environmentally friendly
practices.
Re=
garding
the main barriers faced in integrating ICT into university teaching, teache=
rs
highlight limited access and connectivity to the internet for students resi=
ding
in remote rural areas. They also mention a lack of enthusiasm, motivation, =
and
reluctance among students to participate in virtual environments due to
inadequate education and digital culture. Another relevant aspect is the la=
ck
of diversity in ICT usage among students, as well as challenges related to
adaptation processes, insufficient suitable equipment, and controlled space=
s to
facilitate virtual classes.
Mo=
ving
on to changes or modifications made in didactic activities through the use =
of
ICT, some teachers indicate that the changes are minimal because they posse=
ss
training or experience in ICT and feel confident in its use. In other cases=
, a
transition from traditional methods to new ones that incorporate ICT is
observed. Additionally, the digital transition accelerates certain actions =
such
as evaluation, data tabulation, and automated checks. The promotion of
paperless practices in favor of the environment is also emphasized as a not=
able
change in their courses.
Ot=
her
cases involve trial and error in the process of integrating ICT, considering
different student conditions, addressing gaps in digital literacy, and deal=
ing
with limited support from educational institutions. Furthermore, changes
resulting from the inclusion of videos, audios, digital platforms, and other
innovations, such as students recording videos using puppets and scripts, a=
re
mentioned.
Fo=
r the
third section, a semantic web is displayed to enhance understanding of the
relationships within the data.
Figure
3
Category: Digital Literacy
Source: Own
elaboration through Atlas. Ti
Re=
garding
Digital Literacy, teachers indicated that among the tools they use are offi=
ce
programs such as Microsoft Excel, PowerPoint, Word, and Outlook, as well as
other word processors. They also mentioned websites like Canva and Prezi for
creating presentations, including the use of infographics. Other tools
mentioned include PowToon, Kahoot, Quizziz, Qui=
zlet,
Nitro, Edpuzzle, podcasts, Adobe Reader, and Yo=
uTube
for video creation and editing.
To
facilitate communication in the classroom, professors utilize virtual spaces
and collaboration platforms with educational purposes. These include Micros=
oft
Teams and Moodle, which are the official communication channels of the
university. Additionally, email and instant messaging applications in Teams=
and
Moodle are used. For communication within the student and academic communit=
y,
teachers mentioned WhatsApp groups, forums, announcements in Moodle, Google
Meet, Zoom, social networks, and video calls. Some teachers have also had
experiences with Google Classroom.
In=
terestingly,
no teacher mentioned the use of Cambridge LMS and Cambridge One, despite the
fact that these platforms are required for the development of service Engli=
sh
courses and oral communication courses at the university.
In=
terms
of technological devices, teachers use personal computers, including both
desktop and laptop computers. They also utilize smartphones, and in a few
cases, tablets and iPads. Regarding their own professional development using
ICT, some teachers mentioned attending training courses, while those who
consider themselves self-taught mentioned reading online materials such as
research papers and magazines. They also mentioned using manuals and online
videos for assistance.
Te=
achers
emphasize the importance of reflecting on the use of ICT and identifying ar=
eas
in which they need to improve their knowledge and application to enhance th=
eir
teaching. They recognize that reflection is extremely necessary in guiding =
the
process of didactic planning. Teaching planning is considered the ideal tim=
e to
evaluate experiences with the use of ICT, including tools, materials, and
recommendations from colleagues that have proven to be productive. Areas for
improvement within ICT mentioned by teachers include the use of advanced
commands in Moodle and feedback obtained from students through Google Forms=
.
The
final semantic web provides the concluding information for the last categor=
y to
be analyzed, which pertains to challenges and teaching commitment.
Figure 4<= o:p>
Category: Chal=
lenges
and Teaching Commitment
Source: Own=
elaboration
through Atlas.Ti
In=
the
last section regarding Challenges and Teaching Commitment, the teachers
mentioned that several factors motivate the use of ICT to support the teach=
ing
process. These include mandatory and updated courses or training on the use=
of
ICT and the methodologies and techniques associated with them. Intrinsic
motivation plays a role in the duty to use ICT in the classroom. These new
technologies should be seen as allies that facilitate the teaching process,=
and
there should be awareness among students and the institution about their us=
e.
At=
this
point, it is mentioned that changes must come from the administration, who =
are
the leaders of the university, by promoting training and support for both
teachers and students. Currently, such support has been minimal.
Re=
garding
the responsibilities that come with the use of ICT, teachers indicate that
clear rules and instructions must be stipulated to avoid distractions such =
as
social networks or chats during class. Privacy should also be respected, as
students are responsible for their own learning process, and the teacher se=
rves
as a facilitator. Other points to consider are that didactic tools must hav=
e a
purpose, and both the teacher and the student must understand it. Interacti=
on
and participation in class should be promoted by turning on the camera and
using the microphone.
Am=
ong
the benefits that teachers have obtained from the use of ICT are efficient =
work
development, experimentation and implementation, quick and agile searches f=
or
tool options on the Internet, information tabulation, the opportunity to
customize activities based on students' English proficiency level, instant
communication, access to materials and information, economic savings and ti=
me
saved on transportation and meals in university facilities, and finally,
innovation.
The
teachers mention that they faced several challenges during the adaptation of
their courses to a completely virtual environment due to the pandemic. These
challenges include searching for digital tools and methodologies, defining
student responsibilities regarding the learning process, empowering student=
s,
and establishing rules and boundaries in virtual environments.
Ot=
her
significant challenges include finding an ideal physical space to teach
classes, preparing the work area, improving Internet connection speed,
purchasing accessories and additional equipment, all of which resulted in
financial expenses for the teachers. The transition to the virtual environm=
ent
was unexpected, and the university promoted a drastic shift to virtuality
without providing further preparation for the teachers due to the pandemic
situation.
In
response to the last question in the interview about the university's suppo=
rt
in terms of infrastructure and preparation in the use of ICT, the teachers
indicated that the university provides online technological infrastructure
through Microsoft Office 365, which includes Microsoft Teams, Moodle, the
virtual campus and, the rest of applications of Microsoft. However, the
equipment and connection are provided by the teachers themselves, resulting=
in
financial expenses borne by the teachers.
Ad=
ditionally,
it is mentioned that extensive preparation or training in the use of
technologies was not provided, although short courses were offered to addre=
ss
this issue. However, these short training sessions would be much more effec=
tive
in a face-to-face or hybrid model where practical aspects can be developed,
rather than solely focusing on the theoretical part.
Conclusions
and Recommendations
A=
s can be
seen, the English teachers of Universidad Americana of Costa Rica have acqu=
ired
their level of digital teaching competences through empirical means and onl=
ine
courses. However, they have always approached it with a self-taught attitude
and their own experimentation in the teaching and learning process. Patience
and caution were identified on the part of teachers when planning and using=
ICT
tools in their courses. Therefore, they do not take it lightly, as they are
also interested in verifying the theory behind each new tool, application,
methodology, or technique that they use.
<= o:p>
T=
here is
still confusion among the teaching staff regarding what digital teaching
competences truly encompass. This confusion is evident in their responses w=
hen
asked about certain software or features, where they tend to focus solely on
the tools or didactic materials they use as teachers. It should be understo=
od
that a competence is composed of several elements, with the tools being just
one part.
<= o:p>
R=
egarding
the identification of digital competences by the English teaching staff of
Universidad Americana of Costa Rica, an appreciation of theoretical aspects=
of
ICT can be observed. They also show an understanding of the possible
objectives, uses, and methodologies in the classroom. It is evident that th=
ere
is a trial period to improve and adapt the didactic use of ICT in their
classes. Teachers use software packages and office programs, create and use
platforms, utilize online forums and eBooks, and employ other types of soft=
ware
such as iOS or Linux, including free software. Additionally, they make use =
of
virtual platforms for the development of their activities, encouraging both
individual and collaborative work among their students to promote student
empowerment. Some of these platforms include learning management systems (L=
MS)
like Moodle and Microsoft Teams. They also mention using other options as
contingency plans or in other institutions where they work. Examples of
different LMS they are familiar with include Blackboard, Schoology, and Goo=
gle
Classroom. As for virtual meeting platforms, they use Zoom and Google Meet.=
<= o:p>
A=
mong the
applications these teachers use are Kahoot, Quizziz,
Quizlet, presentation programs such as Microsoft PowerPoint, Prezi, or Canv=
a,
word processors, Powtoon, Screen Viewer, Edpuzzle, among others. For communication purposes, t=
he
most common applications used are WhatsApp and email, although very few use=
the
instant messaging features of Microsoft Teams or Moodle. Additionally, one
aspect that received significant attention is the definition of rules, limi=
ts,
and schedules related to attention, class, communication, and personal spac=
es
between students and teachers, as well as among colleagues.
<= o:p>
M=
ost
teachers primarily use laptops and smartphones, while very few use tablets.
Another important aspect related to devices is that they possess some techn=
ical
knowledge of the equipment and hardware they operate. This indicates the
importance of avoiding the need to call technical support, allowing any
device-related issues, connectivity problems, or other eventualities to be
addressed as soon as possible without disrupting class time.
<= o:p>
W=
ithin the
understanding of these digital teaching competences, it can be noted that
teachers are interested in new methodologies to guide their work through the
use of ICT. Since the transition to virtual environments due to the pandemi=
c,
they have faced challenges such as lack of student motivation, interest, and
commitment, as well as technical difficulties such as poor-quality connecti=
vity
and interference due to weather or inadequate infrastructure. These problems
can be addressed through training, and it is even suggested that such train=
ing
should be mandatory for educational institutions as we move toward a comple=
tely
virtual or bimodal era.
<= o:p>
I=
t is
emphasized that thorough planning allows reflection on the used ICT tools a=
nd
methodologies, thereby improving the curriculum and the learning process.
<= o:p>
B=
ased on
the above, it can be concluded that the English teaching staff of Universid=
ad
Americana of Costa Rica has described their digital teaching competences du=
e to
their interest in innovation, improving their classes, and the abrupt
transition caused by the pandemic.
<= o:p>
A=
mong the
recommendations, it should be mentioned that the use of ICT needs a constant
process of updating knowledge about new applications and software. This sho=
uld
be a lifelong commitment for teachers. Furthermore, there must be a commitm=
ent
not only from the teachers but also from the universities to provide their
English teachers with the appropriate equipment and infrastructure to carry=
out
their work in the most effective way possible. This can be achieved through
training, not only at a theoretical level but also at a practical level to
develop their digital teaching competences. As the English teachers mention=
ed,
ICT provides numerous benefits, such as tools that expedite the planning and
mediation process in both teaching and learning, which is very helpful for =
them.
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10.22458/caes.v3i1.436
Anne=
x
QU=
ESTION
GUIDE
IN= -DEPTH INTERVIEW<= o:p>
Good afternoon Mr. /Mrs. / Miss.
___________________________________________I also want to mention that the
comments and information you provide will be very valuable for the research
project called
"The digital competen=
ces of
the university teachers of the baccalaureate and bachelor's degree in Engli=
sh
Teaching major of Universidad Americana". This =
in-depth interview is aimed at teachers’ staff on the
subject of study. It should be clarified that all the
information collected will be used confidentially and anonymously. <=
span
style=3D'mso-spacerun:yes'> In advance, =
you are
thanked for your collaboration.
Interviewee Profile:
What is your age=
?
What is your
profession?
How many years of
teaching experience do you have?
What is your hig=
hest
academic degree?
|
Categories |
Questions |
|
Teacher Training on the use of ICT |
1. &nbs=
p;
What do you understand by "digital
teacher competence"? Have you heard about the term before? =
2. &nbs=
p;
Did you acquire your ICT knowledge and
competences empirically or through training? Explain. 3. &nbs=
p;
Can you describe your training process =
in
the use of ICT? 4. &nbs=
p;
In your experience, what digital
competences should a university teacher of English teaching
possess? Why? |
|
Appropriation and Teaching Experience |
5. &nbs=
p;
How do you use and
incorporate the use of ICT into your courses? 6. &nbs=
p;
What are the reasons for incorporating
ICT into your courses? 7. &nbs=
p;
As a
teacher, a=
re the
main barriers to incorporating ICT into everyday
use in university teaching? 8.=
What changes or modifications have you made in the didactic activities mediated
by the use of ICT since the beginning of your teaching career? |
|
Digital Litera=
cy |
9. &nbs=
p;
What kind of computer programs do you u=
se
in your teaching and professional work? (e.g. Excel, Photoshop, PowerPoint, et=
c.) 10. What=
virtual
spaces do you use to encourage communication in the classroom? 11. What
learning management platforms or systems do you use in the development of
your classes? (Examples of platforms like Teams, Zoom, Google Meet; and learning management systems such as Moodle, Blackboard, School=
ogy,
among others). 12. What
technological devices and applications do you use or link to perform these
activities? 13. Do y=
ou use
ICT=
in your own professional development, and how? 14. Do y=
ou spend
time reflecting on how ICTs contribute to improving your teaching practic=
e? What ICT do you think sho=
uld
strengthen your knowledge and applications for your improvement as a teac=
her? 15. Do y=
ou
typically use digital tools and resources to
communicate with your students and colleagues? |
|
Challenges and Teaching Commitment |
16. How =
could
teachers be motivated to include the use of ICT to support teaching? 17. What
responsibilities does the use of ICT in class entail? 18. What=
are the
main benefits you get from using ICT? 19. What
challenges did you face during the pandemic, having to adapt your courses=
to
a virtual environment? 20.
Does the university provide you with
infrastructure and preparation in the use of ICT for your teaching=
tasks? In what way? |
5
Digital Competences of
English University Teachers at Universidad Americana of Costa Rica