| Sumario: |
The following research has the general objective of analyzing the technological tools used by professors that can enhance digital competencies in students of the bachelor's degree in Elementary Education of the Faculty of Education of the Autonomous University of Chiriqui, 2019 (Universidad Autónoma de Chiriquí) It is oriented under a quantitative type of approach, with descriptive and correlational scope since it measures the degree of relationship between variables. The research design developed is non-experimental transversal considering that the data will be collected at a single moment.
For the quantitative analysis and to check the reliability of the instrument, the Crombach's Alpha coefHcient was calculated, resulting in 0.913 for professors and 0.851 for students, which indicated that it was highly acceptable according to the scale.
The sampling was non-probabilistic, census-type, in the "by convenience" category, that is, since the population did not exceed 100 informants, we worked with allof them, in other words, 12 teachers and 3 5 students (14 third-year students, morning session; 16 fourth-year students in the morning session and 5 weekend students) for a total of 47 informants from the School of Education.
A Liken scale survey with 19 items applied to students and professors was used to collect the information. This instrument yielded significant data for this research since it was possible to show that 70% of both professors and students do not have the digital competencies necessary for their perfomlance as professionals in the area of education.
Finally, as a product of the analysis, reflection and rigorous support of existing theories supported by the bindings, the proposal is presented: Guide for the use of tools to support the digital competencies of professors and students.
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