Impulsando la Transformación Digital en Norte de Santander. Lineamientos y recomendaciones para la implementación del marco de competencias digitales de los docentes
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Fecha
2025
Autores
HERNANDEZ SUAREZ, CESAR AUGUSTO
Hernandez-Albarracín, Juan-Diego
Rodríguez Moreno, Javier
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Universidad Francisco de Paula Santander
Resumen
En el presente artículo se plantea una reflexión crítica acerca de la implementación del marco de competencias digitales docentes en el departamento de Norte de Santander, Colombia, el cual, en el contexto de la postpandemia, se ha sometido a un proceso de transformación pedagógico. Básicamente, se efectúa el análisis exhaustivo del grado de preparación tecnológica de los docentes, así como las brechas digitales y los desafíos estructurales relacionados con la infraestructura, la formación continua y el apoyo institucional en la adopción de las TIC, pero partiendo desde lineamientos internacionales e incluso evidencia empírica local. La discusión enfatiza en la importancia de integrar competencias digitales en el proceso formativo y el crecimiento de los docentes, resaltando en estrategias pedagógicas innovadoras y políticas públicas inclusivas que garanticen la equidad en el acceso a la tecnología. Se proponen lineamientos dirigidos a docentes, instituciones educativas y autoridades a nivel regional y nacional, enfatizando el rol de la formación continua, la creación de comunidades de práctica y la implementación de políticas sostenibles que fortalezcan la infraestructura y la conectividad. En conclusión, el análisis destaca la importancia de un enfoque integral que impulse la resiliencia, la equidad y la innovación en la práctica docente durante la era postpandemia.
This article presents a critical reflection on the implementation of the digitalcompetencies framework for teachers in the department of Norte de Santander, Colombia, which, in the post-pandemic context, has undergone a process of pedagogical transformation. Basically, an exhaustive analysis is made of the degree of technological preparation of teachers, as well as the digital gaps and structural challenges related to infrastructure, continuous training and institutional support in the adoption of ICT, but starting from international guidelines and even local empirical evidence. The discussion emphasizes the importance of integrating digital competencies in the training process and the growth of teachers, highlighting innovative pedagogical strategies and inclusive public policies that guarantee equity in access to technology. Guidelines are proposed for teachers, educational institutions and authorities at regional and national levels, emphasizing the role of continuous training, the creation of communities of practice and the implementation of sustainable policies that strengthen infrastructure and connectivity. In conclusion, the analysis highlights the importance of a comprehensive approach that promotes resilience, equity and innovation in teaching practice during the post-pandemic era.
This article presents a critical reflection on the implementation of the digitalcompetencies framework for teachers in the department of Norte de Santander, Colombia, which, in the post-pandemic context, has undergone a process of pedagogical transformation. Basically, an exhaustive analysis is made of the degree of technological preparation of teachers, as well as the digital gaps and structural challenges related to infrastructure, continuous training and institutional support in the adoption of ICT, but starting from international guidelines and even local empirical evidence. The discussion emphasizes the importance of integrating digital competencies in the training process and the growth of teachers, highlighting innovative pedagogical strategies and inclusive public policies that guarantee equity in access to technology. Guidelines are proposed for teachers, educational institutions and authorities at regional and national levels, emphasizing the role of continuous training, the creation of communities of practice and the implementation of sustainable policies that strengthen infrastructure and connectivity. In conclusion, the analysis highlights the importance of a comprehensive approach that promotes resilience, equity and innovation in teaching practice during the post-pandemic era.
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Palabras clave
Competencias digitales, Transformación digital, Educación Postpandemia, Brecha digital, Formación docente
