Factors affecting the development of teachers' digital competencies. A literature review

Abstract

This article is based on a selection and literature review of various research studies whose objectives were aimed at analyzing the development of digital competencies in teachers and how these have come to be integrated into the quality indicators for the competent profile of the 21st century. It was directed towards a common objective based on a literature review protocol, its theoretical-methodological conceptions and results were analyzed, which allowed clarifying the panorama in which the teacher finds himself before the appropriation of Information and Communication Technologies (ICT) in his professional praxis. The summary of the review made it possible to identify those factors that affect the development of teachers' digital competences, concluding that they possess knowledge referring to technical-operational knowledge of how to use ICT, however, in the pedagogical treatment the level of performance is lower than expected, being limited to the use of ICT in an expository-transmissive way, so it is insisted on an education and training for teachers in the digital field. Likewise, evaluations are based on the self-perception of the participants about their digital competencies and not directly on how much they know and how much they are able to do.