<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100653</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1894</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia digital docente: una revisión sistemática de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching digital competence: a systematic review of the literature]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino de competência digital: uma revisão sistemática da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luis Grados]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Privada César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100653&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100653&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Debido al brote del virus SARS-CoV-2, la dinámica de los entornos educativos ha experimentado una migración mayoritaria desde el ámbito presencial hacia el virtual, de ahí que haya sido necesario que los docentes se enfocaran en promover competencias digitales indispensables para enfrentar el fenómeno educativo en línea. Por ende, el presente artículo se enfoca en examinar las investigaciones relacionadas con las áreas de competencias digitales que deben desarrollar los docentes, así como en analizar las estrategias propuestas por instituciones formativas para fomentarlas. Para ello, se efectuó una revisión exhaustiva de artículos siguiendo las siguientes etapas: planificación de la búsqueda, ejecución y presentación del informe de revisión. En concreto, se consultaron bases de datos científicas reconocidas, como EBSCOHost, Scopus, Redalyc y SciELO. Los estudios revisados (veintiún artículos científicos) sostienen que las competencias digitales en los docentes adquieren una relevancia particular en sociedades altamente informatizadas. Por eso, instituciones como la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco), el Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) y la Comisión Europea para la Educación proponen directrices para validar las competencias digitales en los educadores, las cuales son consideradas como puntos de referencia por parte de las instituciones formadoras para promover la transformación digital de la sociedad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract As a result of SARS-COV-2, learning spaces mostly migrated from in-person to virtual; it is in the latter space where teachers make use of a series of CDs (digital skills) inherent to the virtual educational phenomenon. This systematic review article focuses its attention on investigating research into the areas of CD that a teacher must develop and analyzing the strategies proposed by training institutions for their development. To meet this objective, a review of articles was carried out through the following phases: planning the search, carrying out and presenting the review report, using scientific databases such as EBSCOHost, Scopus, Redalyc and SciELO. As a result of the search, twenty-one scientific articles were selected for review. The articles maintain that CD in teachers receives special attention in highly computerized societies, where institutions such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) ), the National Institute of Educational Technologies and Teacher Training (Intef) and the European Commission for Education, propose guidelines to validate DC in teachers, which are taken as references by training institutions for the development of training strategies that seek to enhance CDs in teachers and promote the digital transformation of society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Devido ao surto do vírus SARS-CoV-2, a dinâmica dos ambientes educativos tem vivido uma migração maioritária do ambiente presencial para o virtual, pelo que tem sido necessário que os professores se concentrem na promoção de competências digitais essenciais para enfrentar a fenômeno educacional on-line. Portanto, este artigo concentra-se em examinar pesquisas relacionadas às áreas de competências digitais que os professores devem desenvolver, bem como analisar as estratégias propostas pelas instituições formadoras para promovê-las. Para tanto, foi realizada uma revisão exaustiva dos artigos seguindo as seguintes etapas: planejamento da busca, execução e apresentação do relatório de revisão. Especificamente, foram consultadas bases de dados científicas reconhecidas, como EBSCOHost, Scopus, Redalyc e SciELO. Os estudos revistos (vinte e um artigos científicos) sustentam que as competências digitais nos professores adquirem particular relevância em sociedades altamente informatizadas. Por esta razão, instituições como a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO), o Instituto Nacional de Tecnologias Educacionais e Formação de Professores (INTEF) e a Comissão Europeia para a Educação propõem orientações para validar as competências digitais dos educadores, que são considerados pontos de referência pelas instituições de formação para promover a transformação digital da sociedade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[competencia digital docente]]></kwd>
<kwd lng="es"><![CDATA[competencias del docente]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[teaching digital competence]]></kwd>
<kwd lng="en"><![CDATA[teacher competencies]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem online]]></kwd>
<kwd lng="pt"><![CDATA[competência digital docente]]></kwd>
<kwd lng="pt"><![CDATA[competências docentes]]></kwd>
<kwd lng="pt"><![CDATA[educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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