Perfiles docentes según la competencia digital autopercibida y el uso de la tecnología

Abedi, E. A. (2023). Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11, 1215–1234. https://doi.org/10.1007/s40692-023-00296-6

Aivazidi, M., & Michalakelis, C. (2023). Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece. Informatics, 10(3), 57. https://doi.org/10.3390/INFORMATICS10030057

Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, 103390. https://doi.org/10.1016/J.TATE.2021.103390

Beardsley, M., Albó, L., Aragón, P., & Hernández-Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477. https://doi.org/10.1111/BJET.13101

British Educational Research Association [BERA]. (2018). Ethical Guidelines for Educational Research (Fourth ed.). https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018

Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/ejed.12345

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge.

European Commission. (2011). Key data on learning and innovation through ICT at school in Europe 2011. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/61068

European Commission. (2013). Survey of Schools: ICT in Education. Directorate-General for Communications Networks, Content and Technology. https://doi.org/10.2759/94499

Fong, C. J., Davis, C. W., Kim, Y., Kim, Y. W., Marriott, L., & Kim, S. (2016). Psychosocial Factors and Community College Student Success: A Meta-Analytic Investigation. Review of Educational Research, 87(2), 388–424. https://doi.org/10.3102/0034654316653479

García-Delgado, M. Á., Rodríguez-Cano, S., Delgado-Benito, V., & Di Giusto-Valle, C. (2023). Digital Teaching Competence among Teachers of Different Educational Stages in Spain. Education Sciences, 13(6), 581. https://doi.org/10.3390/educsci13060581

Generalitat de Catalunya. (2018). Competència digital docent del professorat de Catalunya. https://hdl.handle.net/20.500.12694/229

González-Rodríguez, D., Rodríguez-Esteban, A., & González-Mayorga, H. (2022). Diferencias en la formación del profesorado en competencia digital y su aplicación en el aula. Estudio comparado por niveles educativos entre España y Francia [Differences in teachers’ training in digital competence and its application in the classroom: A comparative study by educational levels between Spain and France]. Revista Española de Pedagogía, 80(282), 371–389. https://doi.org/10.22550/rep80-2-2022-06

Guillén-Gámez, F. D., Ruiz-Palmero, J., & Gómez García, M. (2023). Digital competence of teachers in the use of ICT for research work: development of an instrument from a PLS-SEM approach. Education and Information Technologies, 28, 16509–16529. https://doi.org/10.1007/s10639-023-11895-2

Hair, J. F., Black, W. C., Babin, B. J., & Rolph, E. A. (2014). Multivariate Data Analysis (7th ed.). Pearson Education.

Hämäläinen, R., Nissinen, K., Mannonen, J., Lämsä, J., Leino, K., & Taajamo, M. (2021). Understanding teaching professionals’ digital competence: What do PIAAC and TALIS reveal about technology-related skills, attitudes, and knowledge? Computers in Human Behavior, 117, 106672. https://doi.org/10.1016/J.CHB.2020.106672

Han, M., Jiang, R., Hong, J-. C., & Li, Y. (2025). Educational Digital Divide: Investigating Teachers’ Digital Teaching Competence in Digital Transformation of Education. In 2024 the 16th International Conference on Education Technology and Computers (ICETC) (ICETC 2024), 429-434. https://doi.org/10.1145/3702163.3702451

Hatlevik, O. E. (2017). Examining the Relationship between Teachers’ Self-Efficacy, their Digital Competence, Strategies to Evaluate Information, and use of ICT at School. Scandinavian Journal of Educational Research, 61(5), 555–567. https://doi.org/10.1080/00313831.2016.1172501

Hershkovitz, A., Daniel, E., Klein, Y., & Shacham, M. (2023). Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success. Education and Information Technologies, 28, 12433-12464. https://doi.org/10.1007/S10639-023-11688-7

Hurtado-Mazeyra, A., Núñez-Pacheco, R., Barreda-Parra, A., Guillén-Chávez, E. P., & Turpo-Gebera, O. (2022). Digital competencies of Peruvian teachers in basic education. Frontiers in Education, 7, 1058653. https://doi.org/10.3389/feduc.2022.1058653

Instituto Nacional de Tecnologías Educativas y Formación del Profesorado [INTEF]. (2022). Marco de Referencia de la Competencia Digital Docente. Ministerio de Educación y Formación Profesional. https://intef.es/wp-content/uploads/2023/05/MRCDD_GTTA_2022.pdf

Kaarakainen, M. T., & Saikkonen, L. (2021). Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools. Journal of Computer Assisted Learning, 37(4), 953–965. https://doi.org/10.1111/JCAL.12534

Konstantinidou, E., & Scherer, R. (2022). Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics. Computers & Education, 179, 104424. https://doi.org/10.1016/J.COMPEDU.2021.104424

Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(3), 143–164. https://doi.org/10.18261/issn.1891-943x-2016-03-02

Lázaro Cantabrana, J. L., & Gisbert Cervera, M. (2015). Elaboración de una rúbrica para evaluar la competencia digital del docente [Development of a rubric to assess the digital competence of teachers]. UT. Revista de Ciències de l’Educació, (1), 30–47. https://revistes.urv.cat/index.php/ute/article/view/648/781

Lázaro Cantabrana, J. L., Usart Rodríguez, M., & Gisbert Cervera, M. (2019). La evaluación de la competencia digital docente: construcción de un instrumento para medir los conocimientos de futuros docentes. Journal of New Approaches in Educational Research, 8(1), 75–81. https://doi.org/10.7821/naer.2019.1.370

Li, W., Chen, A., Zhang, J., & Fu, W. (2024). Factor structure and psychometric properties of the digital competence of educators among Chinese primary and secondary school teachers. Current Psychology, 43, 21338-21353. https://doi.org/10.1007/S12144-024-05865-1

Lomos, C., Luyten, H., & Tieck, S. (2023). Implementing ICT in classroom practice: what else matters besides the ICT infrastructure? Large-Scale Assessments in Education, 11, 1. https://doi.org/10.1186/s40536-022-00144-6

Lucas, M., Bem-Haja, P., Siddiq, F., Moreira, A., & Redecker, C. (2021). The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most? Computers & Education, 160, 104052. https://doi.org/10.1016/J.COMPEDU.2020.104052

Marutho, D., Hendra Handaka, S., Wijaya, E., & Muljono. (2018). The Determination of Cluster Number at k-Mean Using Elbow Method and Purity Evaluation on Headline News. In 2018 International Seminar on Application for Technology of Information and Communication: Creative Technology for Human Life (ISemantic), (pp. 533-538). IEEE . https://doi.org/10.1109/ISEMANTIC.2018.8549751

Mas García, V., Peirats Chacón, J., Gabarda Méndez, V., & Ramón LLin-Más, J. A. (2024). Incidencia de la edad y el género en la competencia digital del profesorado de Educación Secundaria. Profesorado, Revista de Currículum y Formación del Profesorado, 28(2), 247-265. https://doi.org/10.30827/PROFESORADO.V28I2.29509

Ministerio de Educación y Formación Profesional [MEFP]. (2022). Datos y cifras. Curso escolar 2022/2023. https://www.libreria.educacion.gob.es/libro/datos-y-cifras-curso-escolar-2022-2023_184182/

Momčilović, M., & Ninković, S. (2024). Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 12(2), 407-417. https://doi.org/10.23947/2334-8496-2024-12-2-407-417

Ortega-Sánchez, D., Gómez-Trigueros, I. M., Trestini, M., & Pérez-González, C. (2020). Self-Perception and Training Perceptions on Teacher Digital Competence (TDC) in Spanish and French University Students. Multimodal Technologies and Interaction, 4(4), 74. https://doi.org/10.3390/MTI4040074

Palau, R., Usart, M., & Ucar Carnicero, M. J. (2019). La competencia digital de los docentes de los conservatorios. Estudio de autopercepción en España. Revista Electrónica de LEEME, (44), 24–41. https://doi.org/10.7203/LEEME.44.15709

Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12(23), 10128. https://doi.org/10.3390/su122310128

Pozo, J. I., Pérez Echevarría, M. P., Cabellos, B., & Sánchez, D. L. (2021). Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns. Frontiers in Psychology, 12, 656776. https://doi.org/10.3389/FPSYG.2021.656776

Pozo Sánchez, S., López Belmonte, J., Fernández Cruz, M., & López Núñez, J. A. (2020). Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado [Correlational analysis of the incident factors in the level of digital competence of teachers]. Revista Electrónica Interuniversitaria de Formación Del Profesorado, 23(1), 143–159. https://doi.org/10.6018/REIFOP.396741

Prieto-Ballester, J. M., Revuelta-Domínguez, F. I., & Pedrera-Rodríguez, M. I. (2021). Secondary school teachers self-perception of Digital Teaching Competence in Spain following COVID-19 confinement. Education Sciences, 11(8), 407. https://doi.org/10.3390/EDUCSCI11080407

Ramírez Orellana, E., Martín-Domínguez, J., & Madail Santin, M. (2016). Análisis comparativo de las prácticas docentes con recursos TIC. Estudio de casos con profesores de Infantil, Primaria y Secundaria. RELATEC - Revista Latinoamericana de Tecnología Educativa, 15(1), 11–29. https://doi.org/10.17398/1695-288x.15.1.11

Rojo-Ramos, J., Carlos-Vivas, J., Manzano-Redondo, F., Fernández-Sánchez, M. R., Rodilla-Rojo, J., García-Gordillo, M. Á., & Adsuar, J. C. (2020). Study of the Digital Teaching Competence of Physical Education Teachers in Primary Schools in One Region of Spain. International Journal of Environmental Research and Public Health, 17(23), 8822. https://doi.org/10.3390/ijerph17238822

Romero-Tena, R., Barragán-Sánchez, R., Gutiérrez-Castillo, J. J., & Palacios-Rodríguez, A. (2024). Análisis de la competencia digital docente en educación infantil. Perfil e identificación de factores que influyen. Bordón, Revista de Pedagogía, 76(2), 45-63. https://doi.org/10.13042/BORDON.2024.100427

Romero-Tena, R., López-Lozano, L., & Puig-Gutiérrez, M. (2020). Types of use of technologies by Spanish early childhood teachers. European Journal of Educational Research, 9(2), 511–522. https://doi.org/10.12973/eu-jer.9.2.511

Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/J.TATE.2021.103346

Saunders, M., Lewis, P., & Thornhill, A. (2009). Reserach methods for business students (5th ed.). Pearson Education.

Segura Rondan, L. C., Cadenillas Albornoz, V., Zavala Alfaro, F. E., Zavala Alfaro, B. S., & Arellanos Tafur, O. N. (2022). Soft Skills and Digital Competencies in Teacher Professional Development in Times of a COVID-19 Pandemic. International Journal of Early Childhood Special Education (INT-JECSE), 14(1), 64–73. https://doi.org/10.9756/int-jecse/v14i1.221009

Suárez-Rodríguez, J., Almerich, G., Orellana, N., & Díaz-García, I. (2018). A basic model of integration of ICT by teachers: competence and use. Educational Technology Research and Development, 66, 1165–1187. https://doi.org/10.1007/s11423-018-9591-0

The GenIUSS Group. (2014). Best practices for asking questions to identify transgender and other gender minority respondents on population-based surveys. The Williams Institute. https://williamsinstitute.law.ucla.edu/publications/geniuss-trans-pop-based-survey/

Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Dominguez, F. I. R., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLoS ONE, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283

Verdú-Pina, M., Usart, M., & Grimalt-Álvaro, C. (2021a). Caracterización de los usos de las tecnologías digitales en docentes preuniversitarios: Construcción y validación de un cuestionario. In R. Satorre Cuerda (Ed.), Nuevos retos educativos en la enseñanza superior frente al desafío COVID-19 (pp. 277–286). Octaedro. http://hdl.handle.net/10045/119308

Verdú-Pina, M., Usart, M., & Grimalt-Álvaro, C. (2021b). Report on the process for evaluating and certifying Teacher Digital Competence: an international perspective. Universitat Rovira i Virgili.https://observatoriodigitaledu.com/wp-content/uploads/2024/07/Informe-CDD_ENG.pdf

Vidal Esteve, M. I., García-Tort, E., Gabarda Méndez, V., & Gallardo Fernández, I. M. (2025). Análisis de la competencia digital en función de la etapa educativa y el rol docente. Aloma: Revista De Psicologia, Ciències De l’Educació I De l’Esport, 43(1), 33-42. https://doi.org/10.51698/aloma.2025.43.1.33-42

Ward, L., & Parr, J. M. (2010). Revisiting and reframing use: Implications for the integration of ICT. Computers & Education, 54(1), 113–122. https://doi.org/10.1016/j.compedu.2009.07.011

Xu, J., & Zhu, Y. (2023). Factors influencing the use of ICT to support students’ self-regulated learning in digital environment: The role of teachers in lower secondary education of Shanghai, China. Psychology in the Schools, 60(11), 4312–4331. https://doi.org/10.1002/PITS.22938

Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394