Technological literacy of the university professor in El Salvador

Abstract

Technological literacy is a fundamental component to increase the competitiveness and productivity of countries. The objective of the study presented is to evaluate literacy and the use made by university professors in El Salvador of information and communication technologies. A quantitative approach with a descriptive scope and a non-experimental and cross-sectional design has been used, through a structured questionnaire to collect the perceptions of university professors 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 at the time of making an increase in the purpose and objective of using said profile in the 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 carry out efforts to train technological literacy profiles of university teachers in El Salvador, from a perspective committed to educational quality and adequate to the constant evolution of information and communication technologies.