https://doi.org/10.37815/rte.v35n3.1080

Original articles

Digital Competences of English University
Teachers at Universidad Americana of Costa Rica

Competencias Digitales de los Docentes de Inglés de la Universidad
Americana de Costa Rica

Mario
Esteban Alpízar Rodríguez1 https://orcid.org/0000-0003-0254-5680

1Universidad
Americana, San José, Costa Rica

[email-masked]

Sent:        2023/09/26

Accepted:       2023/12/14

Published:        2023/12/30

Abstract

Summary: Introduction, Method,
Results and Discussion and Conclusions
and Recommendations.

How to cite: Alpízar, M. (2023). Digital Competences of English University
Teachers at Universidad Americana of Costa Rica. Revista
Tecnológica - Espol, 35(3), 193-210. http://www.rte.espol.edu.ec/index.php/tecnologica/article/view/1080

Technology has come to society
bringing with it an endless number of new applications and accessories that
have facilitated the daily life of many at work, school and family level. These
technologies have impacted all spheres of society, so the process of education
is permeated by these changes, and therefore all levels of education. In the
case of university teaching, the role of the teacher is in a period of change,
in which the teacher must have the adequate and effective technological
knowledge and skills. So, the objective of this study is to identify the
digital competences of university teaching staff, in this case, the teachers of
the English Language Teaching major of Universidad Americana, through an
interpretative qualitative study. It was intended to know through an in-depth
interview applied to the English teachers, about the knowledge on the use of
new technologies in their courses. Within the results, it can be ascertained
that English Language teaching staff of Universidad Americana of Costa Rica
have an appropriate level of digital teaching competences despite the fact that
they have obtained through empirical means, with a self-taught attitude and
with their own experimentations in the teaching and learning process. Among the
recommendations, it can be mentioned that the use of ICT leads to a process of
constant updating of new applications, devices and software, which should be a
teaching commitment to be carried out for life.

Keywords: Digital
competences, teachers’ competences, didactical resources use, technological
competences, Information and Communication Technologies.

Resumen

La tecnología ha llegado a la sociedad trayendo consigo
un sinfín de nuevas aplicaciones y accesorios que han facilitado la vida diaria
de muchas personas en el trabajo, la escuela y la familia. Estas tecnologías
han impactado en todas las esferas de la sociedad, por lo que el proceso
educativo está impregnado de cambios, y esto aplica a todos los niveles de educación.
En el caso de la docencia universitaria, el papel del profesor está en un
período de cambio, en el que el docente debe tener los conocimientos y
habilidades tecnológicas adecuadas y efectivas. Por lo tanto, el objetivo de
este estudio es identificar las competencias digitales del personal docente
universitario, en este caso, los profesores de la carrera de Enseñanza del
Idioma Inglés de la Universidad Americana, a través de un estudio cualitativo
interpretativo. Se indagó, a través de una entrevista de profundidad aplicada a
los docentes de inglés, su conocimiento sobre el uso de las nuevas tecnologías
en sus cursos. Dentro de los resultados, se puede afirmar que el personal
docente de enseñanza del idioma inglés de la Universidad Americana de Costa Rica
tiene un nivel adecuado de competencias digitales a pesar de haberlas adquirido
de forma empírica, con una actitud autodidacta y a través de sus propios
experimentos y adaptaciones en el proceso de enseñanza y aprendizaje. Entre las
recomendaciones, se puede mencionar que el uso de las TIC conduce a un proceso
de actualización constante de nuevas aplicaciones, dispositivos y software, lo
cual debería ser un compromiso docente que se lleve a cabo de por vida.

Palabras
clave: Competencias digitales, competencias docentes, uso
didáctico de recursos, competencias tecnológicas, Tecnologías de la Información
y Comunicación.

Introduction

Information and Communication Technologies (ICT), defined as
technological resources composed of equipment, devices, programs and
applications necessary for the storage and transmission of information through
the Internet interface, have impacted most spheres of society due to the need
for acceleration and efficiency in the so-called digital society (Borromeo and
Ramírez, 2016; Echeverría, 2014).

Education is one of the spheres of society that has been influenced and
permeated by these new technologies, transforming the educational field and its
actors. Teachers are an essential part of the teaching process and greatly
influence learning. Therefore, it is vital that they have the appropriate
skills, knowledge and competences to promote and establish suitable spaces for
knowledge creation and skills development through the use of ICT, according to
the demands of the 21st century (Carballo, et al, 2015).

When competence is dimensioned to the actions of the teacher, a variety
of teaching competences are linked to the interdisciplinary field covering
pedagogical, curricular, didactic aspects, among others. Through the Common
Framework of Digital Teaching Competence, issued in Spain in 2017, there is a
basis for digital teaching competences in the context of higher education. To
reinforce the previous statement, the study of Salinas, Benito, and Lizana
(2014) indicates that among the components that must include are both
technological knowledge and the pedagogical aspect, as well as the effect of
technological devices on both people and the teaching process.

The teacher does not only need to be literate in the use of technologies
but also to combine different teaching competences and adapt them to an
integral use of technologies. Additionally, the teacher must be a learning
companion, requiring skills that allow the development of a complex set of
tasks and skills that involve support in the cognitive, socio-affective, and
didactic plans (Gros, 2011).

Based on this premise, the purpose of this research is to describe the
digital skills possessed by university teachers of the English Teaching major
and its graduate programs at the three campuses of Universidad Americana in
Costa Rica.

Background on models and frameworks of digital teaching competences

Digital competences are described by Sánchez, Gama, and Zanatta (2015)
as the knowledge and management of ICT by users. The teacher, through digital
competences, is able to design materials and instructional strategies according
to the needs of the current century, adapting to the technological advancements
of the time (Aguirre & Ruiz, 2012).

Among the diverse models of digital teaching competences analyzed, some
examples include:

Tabla 1

Digital competences models

Model’s
author

Description

iSkills (2007)

Developed by the Educational Testing Service, from now hereinafter ETS, measures
the ability to think critically in a digital environment through a series of
real-world tasks.

NETST (2008)

The National
Educational Technology Standards for Teachers model developed by the
International Society for Technology in Education, hereinafter ISTE,
specifies the conditions for an adequate integration of technology in
education.

Koehler and Mishra (2008)

The TPACK
model (Technological Pedagogical Content Knowledge), updated in 2016 with a
second edition, focuses on the knowledge and skills teachers need to
meaningfully integrate technology into instruction in specific content areas.

ACTIC model (2009)

The model of
the ACTIC project (Accreditation of Competences in Information and
Communication Technologies), developed jointly by various departments of the
government of Catalunya, highlights eight competences broken down into
competency actions.

Pozos (2010)

The model
focuses on the integration of the Digital Competence of University Professors
in their Professional Teaching Development.

Prendes (2010)

The model
named “Competencias TIC para la docencia
en la Universidad Pública Española” allows the
analysis of competences exclusively within the university context.

UNESCO (2008, 2016)

The framework
called the "UNESCO ICT Competency Framework for Teachers" is an
update of the original version published in 2008. This framework encompasses
both the technological aspects in conjunction with the aspects related to the
pedagogical work, within the term competence.

Carrera and Coiduras (2012)

The model
focuses on inquiring about the components of digital competence that are
common to teachers and students.

Larraz (2013)

The model
developed called "Digital Competence at the University", defines
the concept of digital competence and proposes a rubric to work around four
literacies: informational, technological, multimedia and communicative.

Ferrari (2013)

The DIGCOMP
model by the Institute for Prospective Technology (IPTS) of the European
Commission, is a project on digital competence to improve the understanding
and development of this competence at European level.

Fraser et al (2013)

The DigiLit Leicester framework, created with the
collaboration of the Department of Education of Leicester (United Kingdom),
Montfort University and 25 schools in the city, distinguishes 6 areas of
competence.

Ramirez and Casillas (2014)

In their book
called "Háblame de TIC. Tecnología
Digital en la Educación Superior", talk about
new skills and digital knowledge for university teachers.

Rangel (2015)

Presents the
proposal of a profile of digital teaching competences and describes thirteen
competences grouped into three dimensions: technological, informational and
pedagogical.

INTEF (2017)

The model
“Marco Común de Competencia
Digital Docente”, developed by Instituto Nacional
de Tecnologías Educativa
y de Formación del Profesorado
from Spain, hereinafter INTEF, makes a proposal that specifies digital
competence through 21 sub-competences organized into 3 levels of domain and
five competence areas.

Pinto, Cortés, and Alfaro (2017)

The Spiral
Development Model of TICTACTEP Competences focuses on teaching practices, on
the flexible and genuine use of digital technology, beyond its instrumental
use and its pedagogical articulation, oriented to educational innovation.

Source: Own
elaboration based on Durán, et al (2016).

The previous models encompass a number of different competences based on
the various contexts in which they are implemented and developed. For the
purposes of this research, they are counted and analyzed to understand the
corresponding components, elements, and acquire different perspectives on them.
Additionally, the study conducted by Durán, Gutiérrez, and Prendes (2016) is of
great assistance in comprehending the different models or frameworks of digital
teaching competences and how these models can be classified according to
dimensions or categories. This analysis is presented in the following table,
which is used to synthesize the information.

Tabla 2

Dimensions and competences

Dimensions

Authors

Identified
Competences

Technical knowledge of devices,
applications, networks, among other ICTs

Koehler and Mishra (2008)

The technological
competences described as knowledge about technological capabilities and
applications.

ACTIC model (2009)

They coincide
about the knowledge, management and use of devices, operating systems,
processing of text, image, numerical, data, audio, and video files, as well
as navigation and communication through the network

Prendes (2010)

UNESCO (2011)

They coincide
about the knowledge about devices, computer tools and network applications,
and ability to evaluate their didactic potential. There is an informational
dimension that includes localization and retrieval skills, ethical, and legal
analysis, and selection of information.

Carrera and Coiduras
(2012)

Rangel (2015)

Larraz (2013)

Considers two
categories, the technological one that includes competences such as digital
citizenship, the organization and management of hardware and software, the
processing of data in different formats and network communication and the
second category called multimedia that includes competences such as creation
of multimedia messages from a critical dimension.

Ramirez and Casillas (2014)

Digital
knowledge in terms of technological appropriation by teachers, instead of
digital skills. Therefore, they include skills as part of practical
knowledge.

Communication and information

Larraz (2013)

Communication
of knowledge from an international approach, then technological
communication, digital citizenship, and the creation of multimedia messages.

Ramirez and Casillas (2014)

Includes
elements of communication, such as: the use of WhatsApp, chat, email, social
networks, distributed learning platforms, blogs, video calls and text
messages, the use of social web services to subscribe, read, publish,
participate in forums, consult wikis,
and use social networks.

ETS (2007)

Knowledge to
collect and / or retrieve information from the network

ACTIC model (2009)

They coincide
on the efficient treatment and management of the information existing in the
web encourages collaboration, creation and participation in virtual media

Ferrari (2013)

Carreras and Coiduras (2012)

Fraser et al. (2013).

Pedagogical, methodological, didactic and
evaluative elements

Koehler and Mishra (2008)

It includes
two categories, one of pedagogical competences and another of disciplinary
competences.

UNESCO (2011)

It includes
the categories of curriculum, assessment, and pedagogy

Pozos (2010)

The didactic, curricular,
and pedagogical aspect around the use of ICT, which contemplates the
planning and design of learning experiences in face-to-face, virtual and
hybrid environments.

Carrera and Coiduras (2012)

The design of
activities and situations of learning and evaluation that incorporate ICT according
to their didactic potential.

Rangel (2015)

It includes
the pedagogical dimension in its profile of digital competences, which is
structured of competences such as critical and favorable attitude to the
possibility of integrating ICT in teaching practice, design and
implementation of teaching and learning strategies mediated by ICT.

Pinto, et al (2017)

Composed of
technological, pedagogical, communicative, management and research
competences, whose spiral format allows enriching the educational process
based on the potential impact on innovation processes and social
appropriation of knowledge.

Cybersecurity, access to adequate and
updated equipment, instruction, digital identity, legality, and ethics around
the use of ICT

ISTE (2008)

They coincide
in promoting responsibility and digital citizenship

ACTIC model (2009)

Fraser et al. (2013)

Pozos (2010)

It includes
diversity, ethics and responsible use of ICT and awareness about the
environment, health, and occupational safety with the use of ICT in the
teaching profession

Ramirez and Casillas (2014)

Digital
citizenship composed of more specific elements to reflect on the duty of
safety, access, and instruction for both the teacher and the educational
community

Teacher training on the use of ICT

Prendes (2010)

Teacher
training and innovation with ICT for the performance of its tasks.

Fraser et al. (2013)

Technology
that supports professional development

UNESCO (2008)

The ability
to create, distribute, share, and use new knowledge by integrating
technological skills in all its contexts, including university teaching

Source: Own
elaboration based on Durán, Gutiérrez,
and Prendes (2016).

This table enabled us to understand the
contributions of the different models analyzed regarding the types of
competences present in other contexts and how they can be structured based on
different categories or dimensions depending on the educational scenarios in
which they are developed. As well, it is of great importance to understand the
field, how the competences can be classified, which one of them are really
necessary for the teacher’s work and which ones are contemplated from different
perspectives and also, they were relevant to distribute these competences among
different dimensions in the instrument.

Use of ICT in University Teaching

A large number of tools, resources, media, and
formats enable didactic strategies to facilitate the construction of knowledge
according to the needs of students in the educational environment of the 21st
century (Basantes et al., 2017).

First, Clavijo and Quintero (2012) identified
areas of improvement through a mixed methodology. These areas include
pedagogical training on the use of ICT and the multiplicity of teaching
requirements and challenges required to achieve an efficient and appropriate
integration of these technologies. Similarly, Echeverría (2014), through a
quantitative study based on the opinions of teachers at the School of
Counseling and Special Education of the University of Costa Rica, highlights
the importance of teacher training on the didactic use of ICT.

Additionally, the quantitative research by
Ramirez and Borromeo (2016) presented the results of two postgraduate studies,
identifying teacher training on the use of ICT and the underutilization of
resources as weaknesses resulting from a lack of training. This coincides with
the findings of the research conducted by Rodríguez, Restrepo, and García
(2017), which emphasizes, through a quantitative approach, the underutilization
of technological resources by teachers due to a lack of appropriate training in
the use of ICT.

Considering the aforementioned cases, it is
evident that the use of ICT is not solely about the management and technical
knowledge of applications, capabilities, networks, and software. It is
important to complement technical knowledge with didactic aspects in the
context of university work. The routes taken by teachers in this regard must
align with the curriculum of each course and program. The mixed study conducted
by Fallas (2014) allowed for the consolidation of ICT competences and
identified that dedication and interest in ICT by teachers, along with
reflective use focused on the design and development of learning experiences
that apply creative and productive approaches, are necessary.

Another interesting case regarding interest and
teaching commitment to the use of ICT is highlighted in the qualitative study
carried out by Chaves, Chaves, and Rojas (2015). This study identified and
analyzed areas of improvement such as the optimal level of ICT use by teachers
and bridging the gap in terms of the physical technological resources available
on campus and the wide range that exists in the market.

In the quantitative study by Sánchez et al
(2015), among the identified areas of improvement, there is a particular
emphasis on the lack of promotion of the production and management of digital
resources by both students and teachers. Additionally, continuous updating and
teacher training on different ICTs, as well as the need for digital skills in
relation to the teaching profession, are highlighted.

The analysis conducted allows us to understand
that there is indeed an underuse of ICT, as well as its potentialities, in the
context of university teaching. Furthermore, relevant elements such as
training, the didactic approach, technical knowledge, and the commitment of
teachers to update devices and utilize the features of these resources, as well
as the need for digital skills among university teachers, have been identified.

Context and approach to the research problem

At this point, the following guiding question
arises for this research process: What are the digital competences possessed by
university teachers of the School of English Teaching at Universidad Americana?

The English Teaching program at Universidad
Americana is taken into consideration, as it has been the place of work for the
researcher for over 7 years. The study aims to address the university teachers
of the said school across the three campuses of Universidad Americana in Costa
Rica. Furthermore, considering the context of the institution and the existing
research conducted to date, it can be noted that the issue of digital
competences in university teachers of the English Teaching program has not been
previously addressed.

Based on the previously assessed background and
analysis, the research question for this project is as follows: What are the
digital competences possessed by university teachers of the English Teaching
program at Universidad Americana in Costa Rica?

General objective

To describe the digital competences possessed by
university teachers of the English Teaching program at Universidad Americana of
Costa Rica.

Specific objectives

1.
To identify the digital competences possessed by
university teachers of the English Teaching program.

2.
To understand the digital competences possessed by
university teachers of the English Teaching program.

Method

Research focus

This
research process is based on elements of qualitative research, specifically a
phenomenological approach, as it aims to understand the reality of the digital
competences that university teachers possess. As a phenomenological study, the
intention is to gain insights through a qualitative approach by exploring the
perspectives of the subjects related to the study problem. They will express
their management and knowledge about the use of new technologies. This study
follows an interpretative approach, as described by Ceballos-Herrera (2009),
who argues that reality is constructed by the people involved in the problem
being studied. Their individual perspectives converge, shaping the ontological
character of the object of study. Building upon Ceballos' work (2009), the
interpretative qualitative paradigm aims to reduce the separation between the
object of study and the individuals involved.

In terms of
its axiological character, Ceballos (2009) states that knowledge is a personal
elaboration, and the importance given to the reality of each participant may
vary. Therefore, the researcher must acknowledge their own experience or
intentions regarding the object of study to ensure the research process remains
unbiased.

Participants

To
conduct this research, Universidad Americana of Costa Rica was selected,
specifically focusing on the university teachers of the English Teaching
program from the three existing campuses in the national territory. Since this
program is currently undergoing reaccreditation by the National Accreditation
System of Higher Education of Costa Rica, it is interesting to analyze this
particular unit and determine the digital competences possessed by these
individuals.

The
selection of participants was based on voluntary participation, as the
opportunity was offered to several teachers taking into account their differing
schedules. Subsequently, convenience sampling was employed (Tamayo, 2001) using
criteria such as representativeness of each campus, the type of course taught,
age group, among others. Furthermore, in order to include samples from all
three campuses that constitute the population, teachers were chosen from each
campus, namely San José, Cartago, and Heredia.

Data Collection instruments

As
indicated by Robles (2011), the in-depth interview is the ideal instrument as
it follows a conversational model between equals, enabling a deeper
understanding of the context related to the object of study. This instrument
will facilitate the acquisition of characteristics and fundamental aspects from
the interviewees and those involved with the object of study.

Development and implementation of the instrument

The
dimensions addressed in the interview are as follows: Teacher Training on the
use of ICT, which includes four items; Appropriation and Teaching Experience,
which includes four items; Digital Literacy, which is structured by seven
items; and Challenges and Teaching Commitment, which consists of five items.

It is worth
noting that the instrument was validated through the judgment of experts in the
field. Three teachers with expertise in the use and appropriation of ICT in
university teaching provided their observations to refine the questions and
ensure the validity of the in-depth interview instrument. To ensure a conducive
context for data collection without any intervention, the interviewees were
asked to convene in a virtual meeting room on the Microsoft Teams platform of
Universidad Americana. This approach adhered to the health protocols of the
university in response to the Covid-19 pandemic.

Data Analysis

The data
is entered into the Atlas.Ti software to facilitate
appropriate data analysis. This enables the categorization, encoding, and
organization of the obtained information into data families.

Through
the use of the Atlas.Ti software, it is possible to
identify keywords that generate inputs for further analysis. Additionally, this
software allows the information from the answers to be captured in semantic
networks, enhancing understanding and presenting relevant information in a
visual manner.

Results and Discussion

The first section
provided information regarding the demographics of the individuals interviewed,
including their age range, their profession, their number of years of teaching
experience in university level and their highest academic degree.

Tabla
3

Demographics

Age range

Profession

Number of years teaching experience in
higher education

Highest academic degree

This
characteristic spans from 30 to 49 years old

English teachers in the
university

The range varies from 5 to 23 years

Three of the interviewees hold a Graduated
English Language Teaching Degree

They have additional jobs in the Ministry
of Public Education or private educational institutions, and even in other
fields such as sociology and finance analysis.

Three of the interviewees hold a master’s
degree related with Education

It highlights the reality in the country,
where it is common and necessary to have multiple jobs for economic, professional,
or experiential reasons.

Source: Own elaboration based on the obtained information.

The information is
gathered and analyzed using the Atlas.Ti software.
The first category is represented by a semantic web, which enhances understanding
of the data relationships.

Continuing with the
second section of the interview, which focuses on Teacher Training on the use
of ICT, the majority of university teachers in the English teaching program at
Universidad Americana are familiar with the term "digital teaching competence."
They agree that it encompasses the knowledge, skills, and strategies required
for implementing ICT, including the use of technological tools to create
learning environments, promote communication, and enhance the teaching process.

These teachers have
acquired their digital ICT skills through a combination of self-learning and
online training offered by other institutions. It is worth noting that all
interviewees agree on being self-taught and express a willingness to experiment
with new digital tools, especially during the pandemic.

Figure 1

Category: Teacher
Training on the use of ICT

Source: Own
elaboration through Atlas.Ti

Regarding
their training process in the use of ICT, different perspectives emerge. In
some cases, they describe it as simple, as some of them are digital natives
with prior experience in using ICT tools. They also highlight the attitudes
required for experimentation and integration, such as patience and careful
consideration to maximize the use of these technologies.

In other
cases, they indicate that the training process was complicated due to the lack
of institutional training and follow-up on methodologies and techniques that
integrate the use of ICT, such as creating learning environments, adopting new
perspectives, and implementing virtual or distance learning models.

Moving
on to the essential digital competences that university teachers in the English
teaching program should possess, they point out the importance of understanding
the theoretical aspects of ICT, knowing how to use tools and their objectives,
creating and utilizing digital platforms, engaging in forums, using tools like Quizziz, Kahoot, and eBooks. Several interviewees agree
that having basic technical knowledge about ICT, such as familiarity with
hardware and devices, internet browsing skills, and promoting student
empowerment in ICT usage, is crucial.

Additional
criteria include defining rules and boundaries for using these tools,
respecting service hours and personal spaces, adopting new methodologies,
utilizing office packages, employing IOs, Linux, and free software, utilizing
digital platforms, and continuously updating knowledge about these tools.

The next
section of the interview focused on Appropriation and Teaching Experience,
specifically regarding the use and integration of ICT in their courses.
Teachers expressed varied perspectives, with some emphasizing their teaching
methodologies while others focused on the specific tools they use. The
following semantic web provides further details on this category.

Figure 2

Category: Appropriation
and Teaching Experience

Source: Own
elaboration through Atlas. Ti

Some
teachers indicated that they encourage collaboration, the use of the internet,
reliance on credible sources, and the utilization of virtual environments.
Others focus on the tools they employ to develop their courses, but they do not
describe the methodologies or techniques they apply or their intended purposes.
Some of the mentioned tools include Moodle, Microsoft Teams, Google Meet,
online quizzes, digital platforms, video podcasts, Kahoot, interactive boards,
recordings, and the use of the university's virtual campus.

In
addition to the mandatory transition to virtual education due to protocols and
the pandemic, teachers cite various reasons for incorporating ICT. These
include fostering innovation, facilitating access, ensuring ease of use,
enhancing practicality in aspects of rules, organization, and evaluation, and
staying updated with teaching knowledge. They also mention the ecological
benefits of using these technologies to promote environmentally friendly
practices.

Regarding
the main barriers faced in integrating ICT into university teaching, teachers
highlight limited access and connectivity to the internet for students residing
in remote rural areas. They also mention a lack of enthusiasm, motivation, and
reluctance among students to participate in virtual environments due to
inadequate education and digital culture. Another relevant aspect is the lack
of diversity in ICT usage among students, as well as challenges related to
adaptation processes, insufficient suitable equipment, and controlled spaces to
facilitate virtual classes.

Moving
on to changes or modifications made in didactic activities through the use of
ICT, some teachers indicate that the changes are minimal because they possess
training or experience in ICT and feel confident in its use. In other cases, a
transition from traditional methods to new ones that incorporate ICT is
observed. Additionally, the digital transition accelerates certain actions such
as evaluation, data tabulation, and automated checks. The promotion of
paperless practices in favor of the environment is also emphasized as a notable
change in their courses.

Other
cases involve trial and error in the process of integrating ICT, considering
different student conditions, addressing gaps in digital literacy, and dealing
with limited support from educational institutions. Furthermore, changes
resulting from the inclusion of videos, audios, digital platforms, and other
innovations, such as students recording videos using puppets and scripts, are
mentioned.

For the
third section, a semantic web is displayed to enhance understanding of the
relationships within the data.

Figure
3

Category: Digital Literacy

Source: Own
elaboration through Atlas. Ti

Regarding
Digital Literacy, teachers indicated that among the tools they use are office
programs such as Microsoft Excel, PowerPoint, Word, and Outlook, as well as
other word processors. They also mentioned websites like Canva and Prezi for
creating presentations, including the use of infographics. Other tools
mentioned include PowToon, Kahoot, Quizziz, Quizlet,
Nitro, Edpuzzle, podcasts, Adobe Reader, and YouTube
for video creation and editing.

To
facilitate communication in the classroom, professors utilize virtual spaces
and collaboration platforms with educational purposes. These include Microsoft
Teams and Moodle, which are the official communication channels of the
university. Additionally, email and instant messaging applications in Teams and
Moodle are used. For communication within the student and academic community,
teachers mentioned WhatsApp groups, forums, announcements in Moodle, Google
Meet, Zoom, social networks, and video calls. Some teachers have also had
experiences with Google Classroom.

Interestingly,
no teacher mentioned the use of Cambridge LMS and Cambridge One, despite the
fact that these platforms are required for the development of service English
courses and oral communication courses at the university.

In terms
of technological devices, teachers use personal computers, including both
desktop and laptop computers. They also utilize smartphones, and in a few
cases, tablets and iPads. Regarding their own professional development using
ICT, some teachers mentioned attending training courses, while those who
consider themselves self-taught mentioned reading online materials such as
research papers and magazines. They also mentioned using manuals and online
videos for assistance.

Teachers
emphasize the importance of reflecting on the use of ICT and identifying areas
in which they need to improve their knowledge and application to enhance their
teaching. They recognize that reflection is extremely necessary in guiding the
process of didactic planning. Teaching planning is considered the ideal time to
evaluate experiences with the use of ICT, including tools, materials, and
recommendations from colleagues that have proven to be productive. Areas for
improvement within ICT mentioned by teachers include the use of advanced
commands in Moodle and feedback obtained from students through Google Forms.

The
final semantic web provides the concluding information for the last category to
be analyzed, which pertains to challenges and teaching commitment.

Figure 4

Category: Challenges
and Teaching Commitment

Source: Own elaboration
through Atlas.Ti

In the
last section regarding Challenges and Teaching Commitment, the teachers
mentioned that several factors motivate the use of ICT to support the teaching
process. These include mandatory and updated courses or training on the use of
ICT and the methodologies and techniques associated with them. Intrinsic
motivation plays a role in the duty to use ICT in the classroom. These new
technologies should be seen as allies that facilitate the teaching process, and
there should be awareness among students and the institution about their use.

At this
point, it is mentioned that changes must come from the administration, who are
the leaders of the university, by promoting training and support for both
teachers and students. Currently, such support has been minimal.

Regarding
the responsibilities that come with the use of ICT, teachers indicate that
clear rules and instructions must be stipulated to avoid distractions such as
social networks or chats during class. Privacy should also be respected, as
students are responsible for their own learning process, and the teacher serves
as a facilitator. Other points to consider are that didactic tools must have a
purpose, and both the teacher and the student must understand it. Interaction
and participation in class should be promoted by turning on the camera and
using the microphone.

Among
the benefits that teachers have obtained from the use of ICT are efficient work
development, experimentation and implementation, quick and agile searches for
tool options on the Internet, information tabulation, the opportunity to
customize activities based on students' English proficiency level, instant
communication, access to materials and information, economic savings and time
saved on transportation and meals in university facilities, and finally,
innovation.

The
teachers mention that they faced several challenges during the adaptation of
their courses to a completely virtual environment due to the pandemic. These
challenges include searching for digital tools and methodologies, defining
student responsibilities regarding the learning process, empowering students,
and establishing rules and boundaries in virtual environments.

Other
significant challenges include finding an ideal physical space to teach
classes, preparing the work area, improving Internet connection speed,
purchasing accessories and additional equipment, all of which resulted in
financial expenses for the teachers. The transition to the virtual environment
was unexpected, and the university promoted a drastic shift to virtuality
without providing further preparation for the teachers due to the pandemic
situation.

In
response to the last question in the interview about the university's support
in terms of infrastructure and preparation in the use of ICT, the teachers
indicated that the university provides online technological infrastructure
through Microsoft Office 365, which includes Microsoft Teams, Moodle, the
virtual campus and, the rest of applications of Microsoft. However, the
equipment and connection are provided by the teachers themselves, resulting in
financial expenses borne by the teachers.

Additionally,
it is mentioned that extensive preparation or training in the use of
technologies was not provided, although short courses were offered to address
this issue. However, these short training sessions would be much more effective
in a face-to-face or hybrid model where practical aspects can be developed,
rather than solely focusing on the theoretical part.

Conclusions
and Recommendations

As can be
seen, the English teachers of Universidad Americana of Costa Rica have acquired
their level of digital teaching competences through empirical means and online
courses. However, they have always approached it with a self-taught attitude
and their own experimentation in the teaching and learning process. Patience
and caution were identified on the part of teachers when planning and using ICT
tools in their courses. Therefore, they do not take it lightly, as they are
also interested in verifying the theory behind each new tool, application,
methodology, or technique that they use.

There is
still confusion among the teaching staff regarding what digital teaching
competences truly encompass. This confusion is evident in their responses when
asked about certain software or features, where they tend to focus solely on
the tools or didactic materials they use as teachers. It should be understood
that a competence is composed of several elements, with the tools being just
one part.

Regarding
the identification of digital competences by the English teaching staff of
Universidad Americana of Costa Rica, an appreciation of theoretical aspects of
ICT can be observed. They also show an understanding of the possible
objectives, uses, and methodologies in the classroom. It is evident that there
is a trial period to improve and adapt the didactic use of ICT in their
classes. Teachers use software packages and office programs, create and use
platforms, utilize online forums and eBooks, and employ other types of software
such as iOS or Linux, including free software. Additionally, they make use of
virtual platforms for the development of their activities, encouraging both
individual and collaborative work among their students to promote student
empowerment. Some of these platforms include learning management systems (LMS)
like Moodle and Microsoft Teams. They also mention using other options as
contingency plans or in other institutions where they work. Examples of
different LMS they are familiar with include Blackboard, Schoology, and Google
Classroom. As for virtual meeting platforms, they use Zoom and Google Meet.

Among the
applications these teachers use are Kahoot, Quizziz,
Quizlet, presentation programs such as Microsoft PowerPoint, Prezi, or Canva,
word processors, Powtoon, Screen Viewer, Edpuzzle, among others. For communication purposes, the
most common applications used are WhatsApp and email, although very few use the
instant messaging features of Microsoft Teams or Moodle. Additionally, one
aspect that received significant attention is the definition of rules, limits,
and schedules related to attention, class, communication, and personal spaces
between students and teachers, as well as among colleagues.

Most
teachers primarily use laptops and smartphones, while very few use tablets.
Another important aspect related to devices is that they possess some technical
knowledge of the equipment and hardware they operate. This indicates the
importance of avoiding the need to call technical support, allowing any
device-related issues, connectivity problems, or other eventualities to be
addressed as soon as possible without disrupting class time.

Within the
understanding of these digital teaching competences, it can be noted that
teachers are interested in new methodologies to guide their work through the
use of ICT. Since the transition to virtual environments due to the pandemic,
they have faced challenges such as lack of student motivation, interest, and
commitment, as well as technical difficulties such as poor-quality connectivity
and interference due to weather or inadequate infrastructure. These problems
can be addressed through training, and it is even suggested that such training
should be mandatory for educational institutions as we move toward a completely
virtual or bimodal era.

It is
emphasized that thorough planning allows reflection on the used ICT tools and
methodologies, thereby improving the curriculum and the learning process.

Based on
the above, it can be concluded that the English teaching staff of Universidad
Americana of Costa Rica has described their digital teaching competences due to
their interest in innovation, improving their classes, and the abrupt
transition caused by the pandemic.

Among the
recommendations, it should be mentioned that the use of ICT needs a constant
process of updating knowledge about new applications and software. This should
be a lifelong commitment for teachers. Furthermore, there must be a commitment
not only from the teachers but also from the universities to provide their
English teachers with the appropriate equipment and infrastructure to carry out
their work in the most effective way possible. This can be achieved through
training, not only at a theoretical level but also at a practical level to
develop their digital teaching competences. As the English teachers mentioned,
ICT provides numerous benefits, such as tools that expedite the planning and
mediation process in both teaching and learning, which is very helpful for them.

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Annex

QUESTION
GUIDE

IN-DEPTH INTERVIEW

Good afternoon Mr. /Mrs. / Miss.
___________________________________________I also want to mention that the
comments and information you provide will be very valuable for the research
project called
"The digital competences of
the university teachers of the baccalaureate and bachelor's degree in English
Teaching major of Universidad Americana".  This in-depth interview is aimed at teachers’ staff on the
subject of study.  It should be clarified that all the
information collected will be used confidentially and anonymously.  In advance, you are
thanked for your collaboration.

Interviewee Profile:

What is your age?

What is your
profession?

How many years of
teaching experience do you have?

What is your highest
academic degree?

Categories

Questions

Teacher Training on the use of ICT

1.
What do you understand by "digital
teacher competence"?  Have you heard about the term before?

2.
Did you acquire your ICT knowledge and
competences empirically or through training?  Explain.

3.
Can you describe your training process in
the use of ICT?

4.
In your experience, what digital
competences should a university teacher of English teaching
possess? Why?

Appropriation and Teaching Experience

5.
How do you use and
incorporate the use of ICT into your courses?

6.
What are the reasons for incorporating
ICT into your courses?

7.
As a
teacher, are the
main barriers to incorporating ICT into everyday
use in university teaching?

8.
What changes or modifications have you made in the didactic activities mediated
by the use of ICT since the beginning of your teaching career?  Why have you made
these changes?

Digital Literacy

9.
What kind of computer programs do you use
in your teaching and professional work?  (e.g. Excel, Photoshop, PowerPoint, etc.)

10.     What virtual
spaces do you use to encourage communication in the classroom?

11.     What
learning management platforms or systems do you use in the development of
your classes? (Examples of platforms like Teams, Zoom, Google Meet; and learning management systems such as Moodle, Blackboard, Schoology,
among others).

12.     What
technological devices and applications do you use or link to perform these
activities?

13.     Do you use
ICT in your own professional development, and how?

14.     Do you spend
time reflecting on how ICTs contribute to improving your teaching practice?  What ICT do you think should
strengthen your knowledge and applications for your improvement as a teacher?

15.     Do you
typically use digital tools and resources to
communicate with your students and colleagues?

Challenges and Teaching Commitment

16.     How could
teachers be motivated to include the use of ICT to support teaching?

17.     What
responsibilities does the use of ICT in class entail?

18.     What are the
main benefits you get from using ICT?

19.     What
challenges did you face during the pandemic, having to adapt your courses to
a virtual environment?

20.
Does the university provide you with
infrastructure and preparation in the use of ICT for your teaching tasks?  In what way?