Technological component of the Digital Teaching Competence for practicing teachers in the National Education System in Cuba

Abstract

The development of Digital Teaching Competencies today mainstreams, internationally, all educational levels, however, in Cuba it is not established at an official level, what these competencies should be, common for the teaching profession in general, nor particular depending on the educational level or the subject in which they work and for this reason an investigation was carried out that concluded with the proposal of a Framework of Digital Teaching Competencies for practicing teachers in the National Education System in Cuba. Thus, the objective of this article is to present a characterization of the technological component of the Digital Teaching Competence that must characterize these teachers, based on the delimitation of their knowledge, areas and learning results. To achieve this, methods of a different nature were used, with a predominance of qualitative research methods, the comparative study of the most relevant international references in this field of study and the collective construction of the result through consultation with specialists. The main results describe the characterization of the technological component of the proposed Digital Teaching Competence, the knowledge that characterizes it (knowing how to know, knowing how to do and knowing how to be), the areas of the technological component and the learning results that teachers must demonstrate in exercise. The proposal received a high degree of acceptance in the samples used in the applied instrument, specifically, in the content of the Technological dimension (the areas that comprise it, the declared knowledge and the proposed learning results).