Professional digital competence in distance learning: bachelors experiences

Abstract

The aim of the study was to analyze the levels of pedagogical use of teachers' skills in information and communication technologies among students of the degrees in special education and educational inclusion at the Benemérita Escuela Normal Veracruzana, Mexico. The analysis focused on the aspects: Understanding the role of information and communication technologies in educational policies, Curriculum and evaluation, Pedagogy, Application of digital skills, Organization and administration and Professional learning of teachers, proposed by the Organization of the United Nations for Education, Science and Culture. It was determined which digital competencies were mobilized in the observation and practice days in the emergency remote modality during the conditions of social distancing due to COVID-19. The experience of two semesters developed entirely online in special education services in the State of Veracruz, Mexico, was analyzed. The information was recovered through focus groups made up of students from first to fourth grade, at the end of the 2021-2022 school year. The analysis of the study was qualitative-phenomenological. The results suggest that students are at the basic and intermediate levels in the development of digital teaching competencies, with emphasis on the selection and application of digital programs or tools to complement the teaching-learning process and promote their own learning. As emerging categories, the support of various educational actors is evident. Reflections are left for the discussion of the professional graduation profile and to specify training lines on this topic.