Digital skills in secondary school teachers in Mexico.

Abstract

The study addressed the perception of teachers about their digital skills and its relationshipwith sociovariables, academic and technology access. With a non-probability sampling, 194teachers were selected from 15 secondary public schools from a city in northern Mexico. Aninstrument answered by a Likert scale was designed for the study. The results indicate that inthe ‘Instrumental’ and ‘Cognitive’ factors, teachers perceived themselves as digital competent,while regarding the ‘Teaching-Methodological’ factors do not. The development of digitalskills are perceived negatively when correlated with age and positively with a postgraduatestudy, the number of courses attended and access to technologies. This implies the need tostrengthen the teaching-methodological skills of teachers and the development of skills thatcan be affected positively by training and facilitating access to technology teachers.