Teacher’s Digital Literacy: Theoretical Analysis and Evaluation Proposal

Abstract

The development of ICT requires the educational system to update practices and content that are consistent with the new information society according to most of the published evidence. The study has two objectives. A theoretical analysis about the state of the art, the necessary skills and the importance of digital literacy at first. And a proposal for a pilot instrument, built on the basis of theoretical analysis, to measure knowledge, doing and believing in ICT, incorporated into the teaching-learning process, in addition to sociodemographic factors of Paraguayan teachers in basic, secondary and higher. The study was descriptive and instrumental. The instrument was built based on theoretical analysis and tested in a pilot sample, in order to survey local data. A theoretical analysis that supports the construction of the instrument that evaluates teachers' knowledge, uses and beliefs about ICT applied to the construction of learning was surveyed and carried out. ICTs promote meaningful student learning, but it also requires teachers to empower them, testing their skills to design, implement and evaluate significant ICT-mediated processes and spaces. In Paraguay, it is necessary to encourage and raise awareness among teachers so that the learning construction scenarios incorporate the potential that ICT can bring to these processes, and this beginning line of research is part of that purpose.