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Digital competence in teaching: a case study
from a sociocultural perspective
Competencia digital docente: un estudio de caso,
desde la perspecva sociocultural
yuliedys.ruiz@educación.gob.ec
https://orcid.org/0000-0002-4416-132X
(Received on: 15/04/2024; Accepted on: 03/05/2024; Final version received on: 01/07/2024)
Suggested citation: Ruiz-Aday, Y., Montenegro-Moracén, E. y Pacheco-Lemus, A. (2024).
Digital competence in teaching: a case study from a sociocultural perspective. Revista
Cátedra, 7(2), 139-161.
Abstract
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Keywords
Resumen
Palabras clave
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1. Introduction
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2. Digital competence of teachers and sociocultural perspective:
theoretical references
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Sociocultural factors, such as norms and values, arise from the interaction between society and culture,
impacting attitudes and beliefs. They include the influence of family, education, religion, and cultural
traditions, affecting cultural diversity and social behavior. These factors shape identities and social relations,
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being fundamental to understand sociocultural phenomena (see Figure 1) (Triandis, 1995; Hofstede, 2001;
Pérez and Fernández, 2009) (Triandis, 1995; Hofstede, 2001; Pérez and Fernández, 2009).
Figure 1: Graphical representation of theory, perspective and sociocultural factors. Own elaboration
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3. Methodological procedure
3.1 How was it investigated?
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Category
Subcategory
Definition
Operationalization
Digital
Competence
Management of
Technological Tools
Ability to use digital tools
and platforms.
Use of educational software.
Online learning platforms.
Digital collaboration tools.
Technological
Adaptability
Ability to adjust the use of
technology to the
changing needs of the
educational environment.
Rapid adoption of new
technologies.
Adjustment of pedagogical
approaches to technological
changes.
Technology
Curriculum
Integration
Effective incorporation of
technology in planning
the didactic process.
Development of curricular
activities integrating digital
tools.
Contextualized
Interaction
Ability to use technology
considering the
sociocultural context and
the specific needs of
students.
Use of technology
considering the
sociocultural context.
Adaptation to the cultural
and social characteristics of
the students..
Perspectiva
Sociocultural
Influence of
Sociocultural Factors
Consideration of how
social and cultural
Analysis of social
interactions.
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elements affect
individual development
and knowledge
construction.
Exploration of cultural
norms.
Social Construction
of Knowledge
Recognition that
knowledge is
constructed through
active participation in
social and cultural
contexts..
Identification and
promotion of practices that
involve the collective
construction of knowledge.
Adaptation to the
Sociocultural
Environment
Ability to adjust
educational approaches
according to the
characteristics of the
social and cultural
environment..
Integration of pedagogical
practices that respect and
reflect cultural and social
diversity.
Contextual
Interrelation
Consideration of the
complexity of
interactions between
individuals and their
sociocultural
environment.
Analysis of how
sociocultural factors
influence learning
dynamics..
Table 1. Breakdown and Operationalization of the Categories and Subcategories of the Research
3.2 Who was investigated?
3.3 What was investigated?
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4. Results
4.1.1 Content analysis: Annual Curriculum Plan
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4.1.2 Content analysis: Micro-curricular planning 001 Scoring the scene, classical
theater and its expressions
4.1.3 Content Analysis: Disciplinary Project Navigating in a World of Heroes and
Gods
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4. 2 Survey results
Frequencies
% of Total
% Acumulated
Educational level
Bachelor's degree
3
Master's degree
2
LL teaching experience
6-10 years
3
More than 10 years
2
LL Specific Training
No
1
Yes
4
Continuing Education LL last 5 years
Yes
5
Use of technology in the classroom
Often
2
Occasionally
1
Rarely
2
Table 2. Frequency of Language and Literature Teacher Profile: Educational Level, Experience, Training and
Use of Technology
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Figure 2: Challenges in Language and Literature Teaching
4.3 Interview results
Nº
QUESTION
ANSWER
CATEGORIZATION
OF THE VARIABLE
DIMENSION
INDICATOR
INTERPRETACIÓN
1
Influence of
personal
experiences
and values
"Education must
contemplate otherness
and unequal access to
technology in teaching,
especially in the reality
we have."
Personal
experiences and
values
Personal and
professional
influence
Inclusion
and
technological
equity
The educational
vision must consider
otherness and the
lack of access to
technology in
teaching.
2
Strategies for
integrating
digital
competencies
"I use online quizzes,
YouTube and virtual
dictionaries to
motivate students'
research and use of
technology."
Teaching strategies
Integration of
digital
competencies
Use of
technological
tools
Teachers use digital
tools to encourage
research and online
activities.
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3
Definition of
CDD
"Language Arts
teachers must have
digital skills to
motivate students and
teach the importance of
technology in their
learning."
Concept of Digital
Teaching
Competence
Definition and
understanding
Digital
knowledge
and skills
Digital Teaching
Competence is
essential to motivate
students and
highlight the
importance of
technology in the
educational process.
4
Importance
of integrating
digital
competencies
"Technology is
advancing and
traditional education is
not enough. Literature
teaching needs
innovative digital
resources that adapt to
new realities and
needs."
Importance of
digital competence
Educational
innovation
Need for
digital
resources
The integration of
digital competencies
is crucial as
traditional education
is not enough to
motivate students,
and innovative
digital resources are
required.
5
Actions to
improve
digital
competence
"Constant and self-
taught training is key to
be aware of new
educational tools and
strategies."
Continuous
improvement
Training and
professional
development
Continuous
training
Ongoing training and
self-directed learning
are essential to
improve teachers'
digital competencies.
6
Influence of
the academic
environment
and
educational
traditions.
"The environment
affects: classrooms
without technological
equipment, short
classes. Teachers have
little time to plan due
to institutional
documentation.
Educational traditions
limit the development
of digital competencies
in Language and
Literature."
Academic
environment
Limitations and
challenges
Infrastructur
e and
available
resources
The lack of
technological
equipment, internet
and disabled
laboratories,
together with
educational
traditions, limit the
development of
digital competencies
in Language and
Literature.
7
Personal
experiences
in the use of
technology
"Despite having
experience with
technology, the
environment and time
limit the development
of digital competencies
in Language and
Literature. The
educational system
needs to be
restructured to
integrate technological
skills effectively."
Personal
experiences
Use of
technology in
education
Effectiveness
and
implementat
ion
Personal experiences
with technology are
positive, but
environmental and
time constraints
prevent effective
development of
digital competencies.
Table 3. Summary of the integration of digital competencies in the planning of Language and Literature
teachers in the first year of high school.
5.1. Socio-cultural characterization of UEF 24 de Mayo
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5.2. Content analysis: critical review
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5.3. Analysis and discussion of the survey results
5.4. Analysis and discussion of interview results
5.5. Triangulation of results: theoretical and empirical evidence
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Figure 3. Triangle of results-Theoretical references-Empirical results-Interpretation
6. Conclusion
THEORETICAL REFERENCES
SCabero (2009): Teaching digital competence as integration of technical skills in teaching.Larraz (2012): Importance
of techno-pedagogical literacy.Graham (2011) and Adell & Castañeda (2012): Transformative vision of teaching
digital competence.Engen (2021): Sociocultural influence in the integration of digital competencies.Agüero &
Álvarez (2018), Vygotsky (1978), Bruner (1990) and Pérez & Fernández (2009): Sociocultural perspective on the
disposition towards technological innovation.
EMPIRICAL RESULTS
Solid integration of digital competencies in the Classroom Curriculum Project (PCA).Limited coherence in micro-
curricular planning and scarce integration in the disciplinary project.Teachers' willingness to integrate digital
competencies in their teaching.Obstacles in the physical and academic environment that hinder effective
implementation in the classroom.
INTERPRETATION
Confirmation of the significant influence of the sociocultural perspective on the integration
of digital competencies in education.
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Authors
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Statement of Authorship-CRediT
