Perception of digital education of teachers and directors of secondary education in Havana

Abstract

Current educational research has the challenge of knowing the relationship between the actors involved in the teaching and learning processes and digital technologies. The objective of this cross-sectional non-experimental study, with a descriptive and correlational scope, is to characterize the perception of digital education of teachers and directors of secondary education in Havana. The sample is made up of 372 teachers and 59 directors of said education in the province. A self-administered questionnaire on the perception of digital education was used. As main findings, a perception of digital education focused on the instrumental is distinguished, ignoring the importance of educating to use digital technologies adequately in the integral formation of the student body. The main modalities identified are groups on social networks or messaging applications and learning with mobile devices. The predominance of the benefits over the disadvantages, globally, points to a favorable vision; however, its components are evaluated in medium-low grades. Satisfaction is regular and the desire for digital education to be inserted to a greater extent is high. However, these are conditioned by the predominant instrumental notion, hence the main suggestion they give for their improvement is to improve and facilitate access to digital technologies. There are statistically significant differences in the perception of teachers in relation to the type of education and gender in some analysis indicators. In managers, on the other hand, the perception is homogeneous within the group.