Competencias digitales y desarrollo profesional docente: Evaluación del marco de competencias TIC del Ministerio de Educación Nacional de Colombia en el contexto del departamento Norte de Santander
Cargando...
Fecha
2025
Autores
Hernández Suárez, Cesar Augusto
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación doctoral tiene como propósito el análisis crítico del Marco de Competencias TIC para el Desarrollo Profesional Docente del Ministerio de Educación Nacional de Colombia (2013) a partir de su aplicación en Norte de Santander, el cual es una región con profundas brechas digitales y desigualdades estructurales, las cuales se han visto acentuadas desde la pandemia COVID-19. Para esto, se realizó un estudio de métodos mixtos, que recogió información a partir de 538 encuestas y 53 entrevistas semiestructuradas a docentes. Los resultados de la investigación permiten validar la estructura teórica del marco nacional, pero también evidencian una implementación desigual y extendida, en particular, en el ámbito rural, donde se evidencia una baja infraestructura y poco acompañamiento del proceso. La tesis sostiene una evolución conceptual desde la "Competencia TIC" hacia una "Competencia Digital Docente" más integral, en el sentido de incluir no sólo el manejo técnico con una apropiación crítica y creativa de las tecnologías desde los enfoques TAC, TEP y TRIC. Se articula la "Creación de Contenidos Digitales" como una competencia clave emergente y necesaria para la renovación
pedagógica postpandemia. Se valida también la parte estructural del modelo ministerial a partir de Modelos de Ecuaciones Estructurales, si bien, se hace hincapié en la relevancia de contextualidades como la formación, la edad, y el apoyo institucional. La investigación concluye que son necesarios programas de formación continua, contextualizados y flexibles a partir de las realidades territoriales que cerrarán la brecha digital y en la calidad educativa.
The purpose of this doctoral research is to critically analyse the ICT Competency Framework for Teacher Professional Development of the Colombian Ministry of Education (2013) based on its application in Norte de Santander, a region with deep digital divides and structural inequalities, which have been accentuated since the COVID-19 pandemic. To this end, a mixed-methods study was conducted, collecting information from 538 surveys and 53 semi-structured interviews with teachers. The results of the research validate the theoretical structure of the national framework, but also reveal uneven and widespread implementation, particularly in rural areas, where there is poor infrastructure and little support for the process. The thesis argues for a conceptual evolution from ‘ICT Competence’ to a more comprehensive ‘Digital Teaching Competence,’ in the sense of including not only technical management but also critical and creative appropriation of technologies from the TAC, TEP, and TRIC approaches. ‘Digital Content Creation’ is articulated as an emerging and necessary key competence for post-pandemic pedagogical renewal. The structural part of the ministerial model is also validated using structural equation models, although emphasis is placed on the relevance of contextual factors such as training, age, and institutional support. The research concludes that continuous, contextualised, and flexible training programmes based on local realities are necessary to bridge the digital divide and improve educational quality.
The purpose of this doctoral research is to critically analyse the ICT Competency Framework for Teacher Professional Development of the Colombian Ministry of Education (2013) based on its application in Norte de Santander, a region with deep digital divides and structural inequalities, which have been accentuated since the COVID-19 pandemic. To this end, a mixed-methods study was conducted, collecting information from 538 surveys and 53 semi-structured interviews with teachers. The results of the research validate the theoretical structure of the national framework, but also reveal uneven and widespread implementation, particularly in rural areas, where there is poor infrastructure and little support for the process. The thesis argues for a conceptual evolution from ‘ICT Competence’ to a more comprehensive ‘Digital Teaching Competence,’ in the sense of including not only technical management but also critical and creative appropriation of technologies from the TAC, TEP, and TRIC approaches. ‘Digital Content Creation’ is articulated as an emerging and necessary key competence for post-pandemic pedagogical renewal. The structural part of the ministerial model is also validated using structural equation models, although emphasis is placed on the relevance of contextual factors such as training, age, and institutional support. The research concludes that continuous, contextualised, and flexible training programmes based on local realities are necessary to bridge the digital divide and improve educational quality.
Descripción
Palabras clave
Competencias digitales, Desarrollo profesional docente, Marco de competencias TIC, Formación docente, Brecha digital
