Teachers' Digital Skills training by using the Educational Innovation based on Evidence methodology (EIBE)

Résumé

Digital competences have become one of the key requirements of teachers in today's education. These allow teachers to enhance the integration of technologies into their practices. However, there is still a lack of training in teachers in digital skills to be able to connect their knowledge with practice. The teacher training in Educational innovation based on evidence methodology (EIBE) allows this connection, since it has been shown to develop digital information competence. This competence helps sustain the formulation of innovative educational proposals that link practice with research. The present study investigates the level of perceived domain of digital information competence in teachers who participated in a virtual course on EIBE of a postgraduate program. The research methodology used was exploratory-descriptive. A questionnaire was applied to 39 teachers and an interview was applied to five teachers. One of the results from the questionnaire was that a low percentage of teachers placed their level of proficiency in the response options of excellent, regular and little dominion, while in a high percentage the teachers indicated to have a good domain, as well, no teacher is described with no domain. The teachers applied digital informational competences in the design and implementation of EIBE's innovative proposals, this was also found from the interview results. However, the need to continue training teachers is still obvious.