Digital competencies of teachers in the context of technological limitations of the Galo Plaza Lasso educational institution, Santa Cruz, Galápagos

Abstract

The need for teachers to possess digital skills is a highly relevant issue in education today. As technological tools become more sophisticated and integrated into everyday life, teachers must adapt to new platforms, applications, and methods. Developing and training teachers' digital skills not only improves educational quality but also ensures that students have the opportunity to access adequate training for the digital world in which we live. The objective of the research was to analyze the digital skills of teachers at the Galo Plaza Lasso institution in the province of Galápagos, Ecuador. The methodology took a quantitative approach, with a cross-sectional study and a non-experimental design. Theoretical methods such as inductive-deductive and analysis-synthesis were used, the survey was used as an empirical method, and the mathematical method was descriptive statistics. The population/sample analyzed consisted of 29 teachers from the aforementioned educational unit. The main results showed that the lack of stable connectivity, adequate technological resources, continuous training, and technical support limit the full development of digital competencies in teachers, despite the acceptable use of basic tools and technology in teaching. It is concluded that teachers' digital competencies will be strengthened through continuous training, which will enable innovative and effective teaching