Overcoming the Gap Between Digital Competence and University Pedagogical Practice, Perceptions on Training for the Pedagogical Use of Digital Technologies

Abstract

This research examines the perception of university teachers on the need for training for the pedagogical use of ICT at the Universidad Pedagógica y Tecnológica de Colombia, sectional Duitama. The study employed a mixed approach with a qualitative predominance, using an action-research design with 45 teachers of the Bachelor's degree programs in Mathematics and Statistics, and Bachelor's degree in Technology. The instruments included Likert scales to characterize digital competencies, opinion surveys and focus groups. The results revealed that most teachers have a low level of digital competencies, conditioned by the persistence of a cognitive digital gap caused by the lack of initial and continuous training. Attitudinal barriers, resistance to change and structural factors such as insufficient availability of technological resources were identified. In response, a training program was designed structured in five modules: synchronous and asynchronous communication tools, online work, multimedia, content management and evaluation. The validation of the program through a focus group confirmed its relevance, although greater customization according to the disciplinary areas was suggested. The study concludes that differentiated and contextualized teacher training is essential to overcome the cognitive digital divide and promote the effective integration of ICT in university pedagogical practice.