Training in DTC in education training in Uruguay

Abstract

Given the exponential expansion of digital technologies in all areas of life, the digital divide has deepened pre-existing inequalities. The teaching role is considered relevant when developing the Digital Competence (DC) in students, understood as a transversal competence. The development of the Digital Teaching Competence (DTC) as a professional competence is basic for the use of Digital Technologies (DT) with an educational sense. This work carries out a documentary analysis on the guidelines and strategies proposed for training in DTC in education training in Uruguay. A qualitative research design was chosen, through content analysis, for which documents on the subject were collected at three levels: system, institution and teacher. For the analysis, the executing agents, the approach and the reference to the DTC were taken into account. The reflections suggest that, although there have been advances, it is necessary to make explicit in educational policy the reference to the development of DTC, as well as to reformulate physical spaces, train teachers and design study plans based on its development. The approach continues to be instrumental and / or didactic pedagogical without considering the holistic approach. The creation of specific agents in the field of Educational Technology stands out.