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Digital teaching competencies in the
teaching-learning process in times of
covid-19
Competencias digitales docentes en el proceso de
enseñanza-aprendizaje en tiempos de covid-19
Edwin Vinicio Lozano
*
Celia Rocío Amores
*
Carmen Marcela Olmedo
*
Abstract
In the current context, the growing expectation of knowledge and
application of new technologies and their applications produce
important repercussions in all spheres of society, even more so
during the pandemic caused by covid-19, therefore it is essential to
reflect on their importance and implications. This study presents a
theoretical overview of some meanings, concepts and models of
digital competencies, socializes data that allow to demonstrate the
level of development and usability in the Faculty of Philosophy,
Letters and Educational Sciences of the Central University of
Ecuador, finally aspects to deepen the subject and its relevance in
the educational process are exposed.
* Msc. Universidad Central del Ecuador, Quito,
Ecuador
elozano@uce.edu.ec
https://orcid.org/0000-0003-1167-4361
* Msc. Universidad Central del Ecuador, Quito,
Ecuador
cramores@uce.edu.ec
https://orcid.org/0000-0003-0319-1693
* Msc. Universidad Central del Ecuador, Quito,
Ecuador
cmolmedor@ uce.edu.ec
https://orcid.org/0000-0002-0348-4587
Article
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Keywords: digital competency models, university teachers,
educational technologies, teaching-learning process
Resumen
Las competencias digitales docentes en el quehacer educativo a nivel
superior en el contexto actual, la creciente expectativa de conocimiento
y aplicación de nuevas tecnologías y sus aplicaciones producen
importantes repercusiones en todas las esferas de la sociedad, más aún
durante la pandemia ocasionada por la covid-19, por ello es
fundamental reflexionar su importancia e implicaciones. El presente
estudio presenta un panorama teórico sobre algunas acepciones,
conceptos y modelos de competencias digitales, socializa datos que
permiten evidenciar el nivel de desarrollo y usabilidad en la Facultad
de Filosofía, Letras y Ciencias de la Educación de la Universidad
Central del Ecuador, finalmente se exponen aspectos para profundizar
la temática y su relevancia en el proceso educativo.
Palabra clave: modelos de competencias digitales, docentes
universitarios, tecnologías educativas, proceso de enseñanza-
aprendizaje
Introduction
Characterizing learning in virtual environments as a process of
construction implies, essentially, affirming that what the learner learns
in a virtual environment is not simply a copy or a reproduction of what
in that environment is presented as content to be learned, but a
reworking of that content mediated by the learner's cognitive structure,
the same that is carried out as a function of, and from, a broad set of
elements: basic cognitive capacities, domain-specific knowledge,
learning strategies, metacognitive and self-regulatory capacities,
affective factors, motivations and goals, mutual representations and
expectation.
It is important that teachers develop digital competencies that
strengthen study relationships and optimize their use in the teaching and
learning process. The educational system includes the development of
virtuality in the classroom to enhance this process. In this sense, the
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mastery of digital competencies in virtual environments and
information and communication technologies by teachers is essential.
The national education system demands a permanent process of
updating, the faculties of education must consider scientific and
technological advances to contribute efficiently in the training of future
teachers. In the information and knowledge era, technological gaps
between generations become a danger for the social exclusion of people
who have not developed technological skills and incorporated digital
concepts and skills that allow them to interact in all contexts. Thus, in
the case study, the digital competencies of teachers at the higher level
in times of covid-19 are of great importance in the teaching and learning
processes, since they will allow optimizing resources and time. It is
important to analyze the differences between digital natives and the so-
called digital migrants to establish functional alternatives with
pragmatic methodologies according to these realities; identifying the
interests and needs of the teachers of the Faculty of Philosophy, as well
as those of the students.
A university teacher (digital migrant) who has developed competencies
in virtual environments, through training and qualification processes,
will obtain levels of impact to technological usability in favor of the
pedagogical process and thus will better fulfill its work in the training
of future teachers (digital natives) who will join their efforts to
contribute to significant changes in the country's education.
A conceptual understanding of digital competence.
Digital competence can be conceived as the theoretical review of the
concept and its relevance to formal development in order to achieve
digital literacy. Bawden (2008), Martin and Madigan (2006) and
Deursen and Dijk (2010), present a conceptual model that distinguishes
three areas of knowledge:
• Instrumental skills and knowledge, necessary for the
management of digital tools, considering their interconnected,
visual, dynamic nature.
• Advanced skills and knowledge, necessary to apply the
instrumental abilities in digital environments, organized in
progressive order, from the resolution of tasks, to the strategic
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application to achieve integration in the personal life of each
citizen.
• Attitudinal skills and knowledge, which represent ways of
thinking and motivations that move citizens to act in certain
ways in digital environments.
The implementation of technologies in the workplace must consider the
development of competencies in employees, therefore it is essential to
have a thorough knowledge. According to research conducted by the
Organization for Economic Cooperation and Development (OECD),
"the increased use of Information and Communication Technologies
(ICT) has not only increased the demand for specialists, but also the
development of competencies commonly known as soft skills".
Companies, educational institutions and various organizations require
their participants to demonstrate more interaction, collaborative work,
responsibility to align with work requirements, innovative, strategic and
creative thinking.
In recent years, there has been a certain consensus on the definition of
"competencies", since these are not only based on knowledge and skills,
but also include attitudes and values that are necessary for professional
development. Thus, a person can be considered competent when he/she
knows how to mobilize his/her personal resources (knowledge, skills,
attitudes) and those of the environment (technology, organization,
others) to respond to complex situations, including formal and informal
procedures, thus constituting a capital for action linked to the ability to
mobilize and take action Perez (2001).
Digital competencies in the educational field
In the last decade the term competency has been present in all
educational fields and its importance is such that it is part of the
educational curriculum in several countries. The concept itself has
several meanings and is currently much discussed among education
professionals. Among the definitions we have that it is the "Ability to
deal effectively with a family of analogous situations, mobilizing
consciously and quickly, relevant and creative, multiple cognitive
resources: knowledge, skills, information, values, attitudes, schemes of
perception, evaluation and reasoning" Perrenoud (2004). It is relevant
that digital competencies are assumed as the most practical and
measurable results of the training processes in relation to the new digital
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literacy. For Rangel and Peñalosa (2013) the meaning of digital literacy,
understood as a "construct, is limited briefly to cognitive processes that
allow the acquisition of certain skills for the use of information and
communication technologies and information management", although
to be precise they assume that these processes are the product of training
in the management of resources based on technologies of the
information world, digital competencies should be understood under a
holistic view that encompasses knowledge and skills of a technological
nature.
According to the information compiled by Rangel and Peñalosa (2013)
in their research on digital competencies in university teachers, they
mention that there is no clear concession in this regard, they assume the
following parameters: (a) processes mediated by the use of information
and communication technologies where the university teacher should
develop certain skills in computer techniques, constant professional
updating, teaching methodology according to the challenges and
attitude towards new technologies; (b) dimensions of formative traits
that cover aspects such as instrumental management, cognitive
capacity, the attitudinal factor towards new technologies and
axiological strengthening according to all the above; (c) an approach to
mechanisms related to knowledge management that focus on essential
aspects such as the handling of basic notions about educational
technologies, increasing the level of knowledge about new technologies
and finally the implementation of knowledge generation mechanisms.
UNESCO in 2008 had established three approaches to digital
competencies which are summarized as: (1) understanding and
integration of technological competencies, (2) application of
technological knowledge to solve real and concrete problems, and (3)
production of new knowledge from the already generated. It can be said
in this regard that the issue is not novel; but there is still a long gap to
be bridged in many countries regarding the training of competitive
teachers in the digital competencies approach since "it is clear that a
teacher cannot make a student develop a competence that he himself
does not possess in depth", Fernandez-Fernandez (2016).
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Perspectives on digital competencies.
Marzal and Cruz (2018) bet on a proposal for a competency-based
educational model for higher education, under which a series of changes
should be structured by adopting new didactic schemes such as: (1)
predisposition to develop attitudes that make it viable to channel new
skills; but in an effective and efficient way by possessing techniques
and tools according to the specialty to be developed; (2) development
of digital competencies inherent to new interactivity platforms and
where the empowerment of the learner is something tangible in the
multiple forms of interactivity that are developed within the digitization
of learning processes.
ICT Competency Standards for Teachers ( ISTE, 2008 )
Creativity and innovation
Teachers demonstrate creative thinking, build knowledge and develop
innovative products and processes using ICT.
• Apply existing knowledge to generate new ideas, products or
processes.
• Create original works as a means of personal or group
expression.
• They use models and simulations to explore complex systems
and issues.
• They identify trends and foresee possibilities.
Communication and collaboration
Teachers use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning
and contribute to the learning of others.
• They interact, collaborate and publish with peers, experts or
others, using a variety of environments and digital media.
• Effectively communicate information and ideas to multiple
audiences, using a variety of media and formats.
• Develop cultural understanding and global awareness by
engaging with teachers from other cultures.
• They participate in teams that develop projects to produce
original work or solve problems.
Effective research and localization of information
Teachers apply digital tools to obtain, evaluate and use information.
digital tools to obtain, evaluate and use information.
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• Plan strategies to guide the research.
• They locate, organize, analyze, evaluate, synthesize and
ethically use information from a variety of sources and media.
• Evaluate and select information sources and digital tools to
perform specific tasks, based on their relevance.
• Process data and report results.
Critical thinking, problem solving, and decision making.
Teachers use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
• Identify and define authentic problems and meaningful
research questions.
• They plan and manage the activities required to develop a
solution or complete a project.
• Gather and analyze data to identify solutions and/or make
informed decisions.
• They use multiple processes and diverse perspectives to
explore alternative solutions.
Digital citizenship
Teachers understand the human, cultural and social issues related to
ICT and practice legal and ethical behaviors.
• Promote and practice safe, legal and responsible use of
information and ICTs.
• Exhibit a positive attitude towards the use of ICT to support
collaboration, learning and productivity.
• Demonstrate personal responsibility for lifelong learning.
• They exercise leadership for digital citizenship
Models for the development of digital competence of teachers
The development of teachers' digital competencies has been addressed
from different fields, both from research ( Cebrián de la Serna, 2003,
2004 ) and from educational policies and administrations, responsible
for teacher training and professionalization. We will mention some
proposals of interest.
TPACK Model
The TPACK model focuses on different formative dimensions related
to the curriculum content or disciplines, the pedagogy or way of
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teaching-learning that content, and the technology and resources they
generate, as well as the relationships between these dimensions ( Jordan
and Dinh, 2012; Koh et al., 2013 ). The model was formulated by
Mishra and Koehler (2006 ) and distinguishes three basic training
dimensions and the four intersections between them, identifying a total
of seven dimensions:
1. Content Knowledge (CK): knowledge that the teacher has of
the specific topics or area to be taught to the students,
including, among them, concepts, theories, facts and
procedures of his/her area.
2. Pedagogical Knowledge (PK): knowledge that the teacher has
of the pedagogical activities, processes, practices or teaching-
learning methods that could be used in the teaching-learning
process and how they relate to the educational goals to be
achieved. For example, it includes knowledge about
techniques or methods that can be used in the classroom and
strategies for student assessment.
3. Technological Knowledge (TK): knowledge that the teacher
has of the different technologies to develop his/her teaching
activity. For example, it includes knowledge of operating
systems and hardware, how to install programs and how to
create documents. They also point out as important the ability
to learn and adapt to new emerging technologies.
4. Pedagogical Content Knowledge (PCK): didactic knowledge
about a content area, which implies facilitating student
learning in that area. This dimension includes knowing which
teaching approaches and strategies best fit the content and how
the different elements of the content can be worked on for
effective teaching.
5. Technological Content Knowledge (TCK): knowledge on how
to represent specific concepts with technology, i.e., it is the
knowledge on how the technology and the content are
6. Technological Pedagogical Knowledge (TPK): knowledge of
general pedagogical strategies that can be accomplished
through technologies. This may include knowledge of tools
that exist for a given task (e.g., monitoring attendance or
assessment), the ability to choose a tool based on its
effectiveness or appropriateness to the task, and the ability to
apply pedagogical strategies when using technologies.
7. Technological Pedagogical Content Knowledge (TPACK): a
teacher's knowledge of how to develop subject-specific
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teaching strategies using ICT to facilitate learning. Thus, it is a
form of knowledge that goes beyond the three components
(content, pedagogy and technology) and includes, for example,
knowledge of pedagogical strategies that enable the use of
technologies effectively to teach content and knowledge of
what makes content easy or difficult to learn and how
technology can help with some of the problems students face.
UNESCO Models
ECD-ICT Project
In 2008, UNESCO established the "ICT Competency Standards for
Teachers" ( ECD-ICT Project ), which shows the need to include certain
well-defined standards and objectives regarding this type of
competencies, aimed at all educational levels. In this regard, the
document points out that practicing teachers need to be prepared to offer
their students learning opportunities supported by ICTs, to use them and
to know how they can contribute to student learning, skills that are
currently an integral part of a teacher's basic professional competencies.
The document also emphasizes initial teacher training, indicating that
traditional educational practices for training future teachers no longer
help them to acquire all the skills necessary to teach their students and
help them develop the competencies they need to survive in today's
world of work. Analyzing what UNESCO proposes, we can affirm that
the standards focus mainly on the creation or revision of technological
training programs. Specifically, they present three approaches that are
sequential and complementary, with a view to educational innovation:
1. ICT basics (knowledge and understanding of technology).
2. Knowledge deepening (application of technology to solve problems).
3. Knowledge generation (producing new knowledge and taking
advantage of it).
Secure and legal use of information through information and
communication technologies.
The use of information and communication technologies in educational
processes leads to the idea that in the knowledge society it is necessary
to consider a flourishing ethics with a reflective sense that responds to
human demands in cyberspace based on solidarity and responsibility.
Thus, Cortés (2005), who proposes "preconceptions about technoethics
in adults", states that technological and communication development is
producing significant changes, both quantitatively (amount of media
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used and time devoted to them) and qualitatively (psychological and
social influence of the media), which influence adults and he considers
that they require an ethical analysis in three senses: conceptual,
procedural and attitudinal.
Bunge (1977) understands by "technoethics the study of the moral
codes inherent in the various branches of technology". In this sense, all
human praxis can be criticized in the light of ethical and legal
principles. Ethical principles arise not from technology, but from
certain religions, ideologies and philosophies that have arisen in
industrial societies. These innovations require human communities not
only to show creativity, but also to take appropriate measures to ensure
that scientific and technological advances are used for the benefit of the
entire human species, UNESCO (2006).
Innovative processes with information and communication
technologies.
Nowadays it is essential to adapt to technological advances to socialize
and discuss scientific issues, we are part of a "network society", this has
generated changes in politics, society, culture and of course in
education, "there is a need to know and use information and
communication technologies in each of the disciplines in order to have
better results", Castells (2001). This leads to transform the educational
processes being aware that the role of teachers is fundamental in the
development of digital competencies to seek improvements in quality
and efficiency required by society. Countries such as Singapore,
Finland, the Republic of Korea and Chile, are examples of a positive
transition of developing countries to an economy in exponential growth,
"as a result of the relationship between educational reform, the use of
information and communication technologies and the use of economic
growth, which has allowed them to be in a knowledge society that is
based on the recovery, use, evaluation, production and reuse of
knowledge", UNESCO (2008).
The integration of information and communication technologies in the
teaching and learning processes is a latent need, for which the teacher's
skills to create innovative learning environments will be fundamental,
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it is recommended to apply the dimensions proposed by the Ministry of
Education of Chile in 2006:
• Operational management of software and hardware.
• Design of learning environments that favor the teaching-
learning processes by integrating information and
communication technologies.
• Include information and communication technologies in the
curriculum through integration with pedagogical strategies.
• Critical evaluation and monitoring of the educational resources
used and the learning environments created.
Achieving lifelong learning processes with the help of educational
technology.
Legal and ethical use of information and resources used.
To this end, it is necessary for the government, ministries and
institutions related to education to generate proposals for standards at
the national level that are internationally contrasted, in order to guide
and plan the competencies that teachers and students should develop or
acquire in relation to information and communication technologies.
Materials and methods
The present study was framed within a quantitative approach, since it
has been structured on the basis of the collection and analysis of
information gathered from different sources. The results obtained have
been subjected to statistical-mathematical analysis by quantifying and
presenting them from the study population and objectively obtained
through the SPPS computer program in order to determine the subject
of the study with a margin of effectiveness.
The level of the research is defined as descriptive, since it characterizes
the level of teachers' digital competencies of a representative group
through a statistical analysis. The data presented the distribution of
teachers' digital competencies through frequencies and percentages,
which have been supported through an analysis and argumentation
based on the theoretical and scientific framework. It was contrasted
with results of other researches in order to establish conclusions based
on evidence. The study is of a transversal type considering that it was
carried out with a specific population and at a specific time. The
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execution of the instrument was carried out between December 2020
and January 2021.
The study population corresponds to a total of 180 teachers belonging
to the Faculty of Philosophy, Letters and Educational Sciences, with a
margin of error of 5% and 95% reliability. Finally, we worked with a
sample of 90 teachers who were selected through simple random
probability sampling and who agreed through a survey in which they
gave their informed consent to participate in the research.
The technique used was the survey with the use of a questionnaire
consisting of 39 items which were validated through the judgment of
three experts, which allow the identification of teachers' digital
competencies in their dimensions of ICT Competency Standards for
Teachers, Content, Technological and Pedagogical Knowledge Model
(TPACK) and the UNESCO Model ECD-ICT Project. through the
selection option on a Likert scale of always, almost always, sometimes,
almost never and never.
For the application of the questionnaire, the digital tool Microsoft
Forms was used. Once designed, the link was sent to the e-mails of all
the teachers of the Faculty with the authorization of the authorities for
virtual access and participation, a strategy adopted due to the health
emergency caused by the presence of Covid-19 worldwide.
The information obtained was organized by tabulating it in an Excel
spreadsheet after data cleaning and then used as a basis for analysis and
interpretation using the SPSS tool mentioned above.
To categorize into high, medium and low levels that are qualitative in
nature.
The ordinal score was transformed into quantitative scores based on the
likert scale used in the survey, by means of this process the responses
of the subjects were converted into quantitative scores according to
each one of the indicators of the dimensions. The score for each
indicator was obtained by adding the direct scores of all the questions
that are part of that indicator, once obtained, the direct scores for each
dimension were calculated.
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The Kolmogorov-Smirnov (K-S) statistical model was used to
determine whether the distributions of direct scores for each indicator
meet normality conditions, in order to use either the percentile method
(PC) or the standard deviation (SD) method, as appropriate, to
categorize the variables into three levels: high, medium and low.
Results
To identify the digital competencies of the teachers of the Faculty of
Philosophy, Letters and Educational Sciences in the periods 2019-2020,
2020-2020, the prevalence was analyzed according to the levels (high,
medium or low) of digital competencies according to the six indicators
of the ICT Competency Standards for Teachers - ECTD.
It can be observed that the percentages with the highest frequency of
digital competencies teachers are in the Medium level of development,
being the competencies of Communication and Collaboration and
Creativity and innovation the ones that present a higher level of
presence in the group of teachers investigated, where it is highlighted
that teachers use digital media and environments to communicate and
work collaboratively, to strengthen collective individual learning, as
well as the promotion of students to make contributions and develop
their creativity and innovation capacity in the educational context.
To determine models of development of digital competencies of
teachers of the Faculty of Philosophy, Letters and Educational Sciences
in the periods 2019-2020, 2020-2020. Based on the asymptotic
significance analysis for the normality test it is found that:
To analyze the usability of the digital competencies of the teachers of
the Faculty of Philosophy, Letters and Educational Sciences in the
teaching-learning process in the periods 2019-2020, 2020-2020, it can
be seen in the following table the relationship presented between the
level of digital competencies according to the ECTD model versus the
Usability of these competencies in the Teaching and Learning Process.
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Table 1. Crosstabulation table DS-ECTD-ICT Competency Standards
for Teachers (grouped)
Total
UNDER
MEDIO
ALTO
DS-ECTD-ICT Competency
Standards for Teachers
(clustered)
UNDER
Count
1
0
of total
14,4%
1,1%
0,0%
15,6%
MEDIO
Count
52
58
of total
3,3%
57,8%
3,3%
64,4%
ALTO
Count
0
of total
0,0%
4,4%
15,6%
20,0%
Total
Count
of total
17,8%
63,3%
18,9%
100,0%
As can be seen, there is a direct relationship between the level of ICT
competencies for teachers and their usability in the teaching and
learning process, with the medium level being the most frequent, . It
could be considered that the current situation due to the pandemic has
favored the interest of teachers in developing these competencies,
recognizing that their application has a favorable impact on education
at all levels.
In the same way it can be seen that the level of digital competencies
according to the TPACK model vs. the Usability of these competencies
in the Teaching-Learning Process in the same way there is a
considerable relationship .
Table 2. Cross Table DS-MTPACK-Technological Pedagogical
Content Knowledge Model (grouped)*DS-US-TPACK-Technological
Pedagogical Content Knowledge Model (grouped)
DS-US-TPACK-Technological Pedagogical
Content Knowledge Model (grouped)
Total
UNDER
MEDIO
ALTO
DS-MTPACK-Model of
Technological
Pedagogical Knowledge
of Content (grouped)
UNDER
Count
0
of total
15,6%
4,4%
0,0%
20,0%
MEDIO
Count
1
52
of total
1,1%
53,3%
3,3%
57,8%
ALTO
Count
0
of total
0,0%
6,7%
15,6%
22,2%
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Total
Count
58
of total
16,7%
64,4%
18,9%
100,0%
Finally, the level of digital competencies was established according to
the UNESCO model vs. Usability of these competencies in the
Teaching-Learning Process where similar results to the previous
models can be observed.
Table 3. Cross table DS-MUNESCO-UNESCO models ECD-ICT
project (grouped)* PC-US-UNESCO-UNESCO
T
o
t
a
l
UNDER
MEDIO
ALTO
DS-MUNESCO-
UNESCO Models
ECD-ICT Project
(grouped)
UNDER
Count
0
0
of total
18,9%
0,0%
0,0%
18,9
%
MEDIO
Count
42
1
of total
12,2%
46,7%
1,1%
60,0
%
ALTO
Count
0
5
of total
0,0%
5,6%
15,6%
21,1
%
Total
Count
90
of total
31,1%
52,2%
16,7%
100,0
%
A from the results of the contingency tables of the three models, it
can be concluded that there is a directly proportional relationship
between the level of competencies and the usability of these
competencies in the teaching and learning process, i.e., the higher
the knowledge and level of development of digital competencies, the
higher the usability in the ASP and vice versa, which means that
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teachers put into practice their knowledge, skills and academic
competencies in their teaching performance .
Discussion
The seed project "Digital competencies of teachers of the Faculty of
Philosophy, Letters and Educational Sciences during the academic
periods 2019-2020; 2020-2020", reaches its final phase by
presenting the conclusions of the research; this project from the time
of its execution until the presentation of results experienced an
unforeseen turn by the Pandemic COVID 19, which confined the
world population and forced the educational processes at different
levels to be carried out through digital media. This is how the
researched topic that was previously considered as an alternative for
teacher training became the only form of academic relationship,
therefore it became a significantly relevant work and has fulfilled the
objectives set.
It was determined that the teachers of the Faculty of Philosophy,
Letters and Educational Sciences during the aforementioned
academic periods demonstrated a medium level of development of
communication and collaboration skills and creativity, showing a
significantly moderate relationship in their applicability, knowledge
and use of digital resources to teach classes, research and propose
educational activities.
When talking about digital competencies of teachers, it is not limited
only to the field of virtual classroom management as a mediator and
link with students, but to a set of skills, abilities, knowledge,
attitudes and values regarding the management, appropriation and
usability of digital systems. This wide cyber world used for
education has incalculable practical resources at this time of
development and knowledge of the digital era.
It is identified that the teachers of the Faculty have developed
competencies in the mentioned periods thanks to the possibilities
offered by the virtual platforms, in the link with their peers, in the
development of classes, in the teaching methodology, integrating in
this way the face-to-face practice with the tele-education nowadays
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required as a generalized alternative of academic instruction. It is
evident the moderate appropriation of digital skills as it allows to
effectively perform their academic work crossed by the contingency
of COVID 19, regardless of the basic and constant use of the same
resources to explore, it can be verified that the relationship with the
possibilities that are in the cyber world and the vertiginous advances
are still not sufficiently explored, are limited applications that are
evident in the use of technological resources, being in a basic
percentage so far.
There is a clear record of the ethical use and proper management of
all the resources available for teaching.
The usability of teachers' digital competencies in the teaching-
learning process represents a high level of management of these
competencies, but there is still a low percentage of teachers who still
do not do so, perhaps limiting themselves to the application of the
virtual classroom as the current alternative that replaces face-to-face
teaching. There is a direct relationship between the level of ICT
competencies of teachers with their usability in the teaching and
learning process, finally it is worth referring to the results of the
contingency tables evidenced in the three digital models to conclude
that, the existence of the relationship is proportional to the level of
expected competencies in terms of their usability for the pedagogical
process of teaching-learning, therefore, the relationship that exists
with the greater development of knowledge of digital competencies,
the greater the usability in the teaching-learning process and vice
versa, concretizing in the academic praxis the expected
competencies.
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