Gaps in the digital teaching competence of early childhood education teachers in Peru

Abstract

The massive use of information and communication technologies in education implies the need for continuous training of teachers in the acquisition of digital skills. The objective of the study was to analyze the level of self-perceived digital teaching competence (CDD) by Early Childhood Education teachers in Peru and its association with sociodemographic variables. The quantitative method is followed with a significant sample, novel so far, and made up of 3827 early childhood education teachers. The validated Digicomp Check- In instrument was used to measure self-perception of digital self-perceived competence (CDD). The results show disparities in the level of acquisition of CDD, highlighting high values in the area of Professional Commitment, and Evaluation and Feedback, average scores in Digital Resources and Empowering students as well as low scores in the areas of Digital Pedagogy and Facilitating Competence Student Digital are also reported. A deeper analysis of variables such as age, years of experience, employment situation, and scope of work, shows differences in teacher’s access to the development of CDD. Finally, the level of self-perception of CDD, scored by the teachers, is consonant with the integrative level of ICCT, which implies that teachers test the use of educational technologies and reflect on its usefulness across their educational practice. In conclusion, despite the advances, the permanence of gaps is evident in the access of Early Childhood Education teachers to the development of CDDs for the adequate integration of technology in Early Childhood Education classrooms in Peru.