Technological literacy of university teachers in El Salvador

Abstract

Technological literacy is a fundamental component to increase the competitiveness and productivity of countries. The objective of the study we present is to evaluate literacy and the use of information and communication technologies by university teachers in El Salvador. A quantitative approach with a descriptive scope and a non-experimental and transversal design has been used, through a structured questionnaire to collect the perceptions of university teachers from the three geographical areas of El Salvador, in order to make an inference at the national level. The results indicate that the levels of digital competence of university teachers are between novice and integrated, which are the first stages in the development of a technological literacy profile, where there is an absence when making an increase in purpose and objective of using said profile in knowledge, search, management, mastery and elaboration framed in the European framework for teaching digital competence. The conclusions point to an urgent and worrying need to make efforts to train technological literacy profiles of university teachers in El Salvador, from a perspective committed to educational quality and appropriate to the constant evolution of information and communication technologies.