Las competencias digitales del profesorado universitario y su importancia en un modelo de aceptación tecnológica

Abstract

The acceptance of Information and Communication Technologies is an issue that must be addressed in deeply to achieve substantial changes in all dimensions of educational institutions. The main objective of this study is to verify the importance of the Digital Competences of the university professors in an Extended Technological Acceptance Model. A sample of 178 teachers from the National University of Chimborazo (Ecuador) was studied, and an online questionnaire of 50 items was applied to them. The model of structural equations was used as methodology. The results were obtained through AMOS software, which allowed determining that from the five Digital Competencies proposed in the model, only the Technical, Pedagogical and Technological Competence caused significant direct and indirect effects on the variables of the Basic Technology Acceptance Model. As the main conclusion, it has been identified the competences that can be addressed in future training programs to strengthen and to adopted ICT in university classrooms.