The Role Of Teachers Facing Digital Competence Under The Influence Of Ict

Abstract

The central objective of this article is to delve into the role of educators in the teaching-learning processes, where digital competence, driven by the presence of Information and Communication Technologies (ICT), becomes imperative. This approach was undertaken from a qualitative perspective, following the guidelines of the interpretative paradigm and the concrete actions of the hermeneutic method. The selected context was the San Francisco de Sales Educational Institution in Cúcuta, North of Santander, Colombia, with the participation of five secondary school teachers (said sample obtained high density and complies with saturation). The result highlights a notable tension between the expectation of adopting an education with a technological focus that facilitates the didactic organization of curriculum content in secondary education, and the reality of an educational environment influenced by traditional approaches and a lack of enthusiasm towards innovation and change. It is concluded that the holistic training of teachers is what enables an appropriation of ICT and their application in pedagogical processes. This comprehensive pedagogical approach goes beyond mere acquisition of technical skills to embrace a deep and contextualized understanding of how ICT can genuinely enhance teaching and learning processes.