Implementation of the TPACK model to strengthen the digital competencies of teachers in an educational institution
DOI:
https://doi.org/10.5281/zenodo.15814818Keywords:
TPACK model, digital teaching skills, inclusive educationAbstract
This applied study, with a quantitative approach and quasi-experimental design, aimed to demonstrate the effect of the TPACK model on the continuous improvement of the digital competencies of teachers at an educational center in Daule, Ecuador, during the year 2024, based on Sustainable Development Goal (SDG) number 4, which aims to promote inclusive and quality education. The sample consisted of 70 teachers, distributed equally between a control group (CG) and an experimental group (EG). A validated questionnaire was used to assess digital competence levels in the pre- and post-intervention stages. Initial results showed average levels of digital competence in both groups, with no significant differences (p = 0.475). after the implementation of the program based on the TPACK model, the group that received the intervention (EG) showed statistically significant progress (p = 0.000), with 91.43 % of teachers reaching a high level of digital competence and eliminating the lowest level, unlike the control group, which showed insignificant variations. It is concluded that the TPACK model is an effective strategy for transforming and strengthening teachers' digital competencies, promoting more inclusive, relevant, and innovative teaching.
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