Analysis of digital literacy among teachers in Peru
DOI:
https://doi.org/10.5281/zenodo.15161535Keywords:
digital literacy, digital content, technologyAbstract
Currently, the use of technology in the academic field is highly relevant, both for teachers' professional development and for the teaching process, as it facilitates students' exposure to the digital context. However, to achieve an adequate implementation of digital tools in the educational field, it is essential that teachers have the media literacy skills to address this challenge. Therefore, this research article aimed to analyze the digital literacy of teachers in Peru. The methodology used was qualitative, with an inductive approach and an interpretive phenomenological design. The interview technique was used, and a semi-structured interview guide was used as an instrument, with seven participants who shared their perceptions of teachers' digital literacy. The results showed that digital literacy initially represented a challenge due to the new knowledge that teachers had to acquire. However, this process proved beneficial by integrating technology into the teaching-learning process, whether through the use of digital applications or the creation of digital content to reinforce the learning provided. Furthermore, teachers used various media to communicate and share this content.
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