Jou nal o Technology and Science Educa ion
JOTSE, 2025 – 15(1): 91-106 – Online ISSN: 2013-6374 – P in ISSN: 2014-5349
h ps://doi.o g/10.3926/jo se.3149
THE INFLUENCE OF THE MOMENT OF TRAINING
OF FUTURE EARLY CHILDHOOD EDUCATION TEACHERS
ON THEIR DIGITAL TEACHING COMPETENCIES
Rosalía Rome o-Tena , An onio León-Ga ido* , Juan Jesús Gu ié ez-Cas illo
Uni e sidad de Se illa (Spain)
ome [email p o ec ed]
*Co esponding au ho : [email protected]
[email p o ec ed]
Recei ed Oc obe 2024
Accep ed Janua y 2025
Abs ac
The echnological aining o Ea ly Childhood Educa ion s uden s is essen ial o he de elopmen o
hei Digi al Teaching Compe ences (DTC), and a e c ucial o hei u u e wo k as eache s. The aim o
he p esen s udy is o assess he le el o digi al compe ence o s uden s and o analyze he di e ences
be ween wo uni e si ies ha p o ide his aining a di e en momen s du ing he deg ee (1s and 4 h
yea s), conside ing a iables such as sex, age, eaching expe ience, and he use o echnology. The
me hodology used was quasi-expe imen al, wi h a p e- es and pos - es design, using he DigCompEdu
ques ionnai e o measu e sel -pe cep ion o DTC. The esul s showed ha a e he aining, he s uden s
pe cei ed hemsel es as ha ing a lowe le el o digi al compe ence as compa ed o hei es ima ed le el
be o e he aining. Likewise, i was ound ha he i s -yea s uden s had a g ea e sel -pe cep ion o
hei digi al compe ence as compa ed o he ou h-yea s uden s. In addi ion, he p e ious eaching
expe ience and he equen use o echnologies signi ican ly in luenced he pe cep ion o he s uden s
in hei las yea o he deg ee. In conclusion, he s udy highligh s he impo ance o ha ing didac ic
ma u i y, as well as aining ha includes bo h pedagogic and echnological knowledge, so ha u u e
Ea ly Childhood Educa ion eache s ully de elop hei digi al compe ences. This unde lines he need
o educa ional p og ams ha in o accoun he le el o ma u i y o he s uden s, and ha p omo e
echnical and pedagogic skills ha will esul in he c ea ion o en iching and meaning ul lea ning
en i onmen s.
Keywo ds –
Digi al compe ence, Ea ly childhood educa ion, ICT, Technological aining, Highe educa ion.
To ci e his a icle:
Rome o-Tena, R, León-Ga ido, A., Gu ié ez-Cas illo, J.J. (2025). The in luence o he momen o
aining o u u e ea ly childhood educa ion eache s on hei digi al eaching compe encies. Jou nal o
Technology and Science Educa ion, 15(1), 91-106. h ps://doi.o g/10.3926/jo se.3149
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1. In oduc ion
The social en i onmen o child en has unde gone deep ans o ma ions, and echnology has eme ged as
a key space o in e ac ion, wi h di ec e ec s on hei social de elopmen (Ga mendia, Jiménez, Casado
& Masche oni, 2016). Ne e heless, he p olonged use o echnology o child en be ween he ages o 3
and 6 has aised conce ns, such as echnological dependence and al e a ions in hei beha io (Bu ns &
Go schalk, 2020). Recen esea ch has indica ed ha child en ha e become “quasi-dependen ” on
echnology du ing hei leisu e ime a home (A ea-Mo ei a, Rod íguez-Rod íguez & Pei a s-Chacón,
2022), which poses signi ican educa ional challenges due o he omnip esence o echnology.
The esponsibili y o educa ing child en in a highly echnological en i onmen alls p ima ily on amilies,
who mus exe cise e icien pa en al media ion (Caldei o-Ped ei a, Cas o-Zubiza e a & Ha anko a,
2021). Howe e , pa en s ace dilemmas and lack clea guidelines o adequa ely manage he use o
echnology (G ané, 2021). A naiz (2023) unde lines ha i is “indispensable o guide and accompany
amilies owa ds digi al coexis ence ha espec s he heal h, needs, and hy hm o child en” (A naiz, 2023:
page 41). The e o e, he collabo a ion be ween amily, school, and socie y is shaped as a undamen al pilla
o ensu e a heal hy digi al educa ion in ea ly childhood. Open and cons an communica ion be ween
pa en s, educa o s, and he communi y p omo es a deepe unde s anding o he indi idual needs o each
child (Si aj-Bla ch o d & Rome o-Tena, 2017).
In his con ex , he e is an e iden need o Ea ly Childhood Educa ion (ECE) eache s o ecei e
adequa e aining in digi al compe ences. S udies such as hose by Masoumi (2015) and Nikolopoulou and
Gialamas (2015) unde line ha he belie s, knowledge, and digi al knowledge o he eache s, as well as he
obs acles pe cei ed du ing he implemen a ion o echnology, a e key ac o s in he in eg a ion o digi al
echnologies in ea ly childhood educa ion. The s udy conduc ed by Rome o-Tena, Ba agán-Sánchez,
Gu ié ez-Cas illo & Palacios-Rod íguez (2024) be o e he pandemic e ealed he limi ed use o
echnological esou ces by he ECE eache s in hei pedagogic p ac ices, in ag eemen wi h p e ious
s udies, such as hose by Eckhaus & Da ido i ch (2019) and Giang, Nguyen & Bowe (2018).
1.1. Teache ’s T aining and Digi al Compe ences
Coun ies such as Sweden ha e implemen ed di e se ini ia i es o imp o e he digi al compe ences o
ea ly childhood educa ion eache s, including in es men s in echnology, he design o comp ehensi e
policies and s a egies o p omo e he inno a i e use o digi al ools, and he de elopmen o digi al
compe ences o eache ’s aine s (Baki , 2015; B own, Engleha d & Ma he s, 2016). Howe e , despi e
hese e o s, he e ec i e in eg a ion o digi al echnologies in he ini ial aining o eache s is s ill a
signi ican challenge (Ins e jo d & Mun he, 2017; Sche e , Tondeu , Siddiq & Ba an, 2018; B e ik,
Gudmundsdo i , Lund & S omme, 2019).
S udies conduc ed by he OECD (2021, 2023), highligh he need o ECE eache s o possess digi al
skills. Rome o-Tena e al. (2024) con i med ha an adequa e digi al li e acy is undamen al o adap ing o
he new educa ional and social eali ies o child en. The indings showed a g ea e inco po a ion o
echnologies in he ECE class ooms a e he pandemic, imp o ing educa ional a en ion o bo h s uden s
and hei amilies. Ne e heless, al hough he eache s pe cei ed hemsel es as ha ing a mode a e mas e y
o hei digi al eaching compe ences (DTC), hei abili y o de elop hese compe ences in s uden s is s ill
somewha limi ed, especially in he a ea o digi al pedagogy (Enochsson and Ribaeus, 2021;
Sánchez-C uzado, San iago-Campión & Sánchez-Compaña, 2021; Baeza-González, Láza o-Can ab ana &
San omà-Giménez, 2022; Lena-Acebo, Pé ez-Escoda, Ga cía-Ruiz & Fandos-Igado, 2023;
Villén-Con e as, Ag eda-Mon o o & Rod íguez-Mo eno, 2024; Rome o-Tena e al., 2024).
The li e a u e suppo s he inding ha he in eg a ion o echnology in eache aining p og ams has a
signi ican in luence on he deg ee o which he u u e eache s will use echnology in hei eaching
p ac ices (Ke ckae , Vande linde & an-B aak, 2015; Nikolopoulou & Gialamas, 2015). In his sense, he
aining p og ams mus u he digi al compe ences ha allow indi iduals o design and pe o m
inno a i e p ac ices, as al eady sugges ed by he UNESCO (2011). This implies no only mas e ing he use
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o digi al ools, bu also omen ing he con idence o eache s on he use o echnology as an educa ional
esou ce (B e ik e al., 2019; Ue z, Volman & K al, 2018). The de elopmen o digi al compe ence mus
be unde s ood as a p ocess ha enables u u e eache s o implemen echnological knowledge in hei
pedagogic p ac ices (Rome o-Tena e al., 2024).
When aced wi h his si ua ion, i is indispensable o u u e ECE eache s, as well as hose who a e
cu en ly eaching, o ecei e adequa e aining ha allows hem o o e educa ion adap ed o he cu en
demands. I is no only abou in oducing echnology in he class ooms, bu also de eloping digi al
compe ences in child en be ween he ages o 3 and 6 (Rome o-Tena, 2024). Fo eache s who a e
cu en ly wo king, he F amewo k o Digi al Compe encies o Teache s (INTEF, Ma co de
Compe encias Digi ales Docen es, 2022), a na ional adap a ion o DigCompEdu, p o ides a aining and
assessmen amewo k o suppo he digi aliza ion o he Spanish educa ion sys em (Da danou,
Ha zigianni, Kewal amani & Palaiologou, 2023; Ma imon-Ma í, Romeu, So ia-Ojando & Es e e-
González, 2022; Sil a-Qui oz, Rioseco-Pais & A anda-Faúndez, 2023). This amewo k es ablishes he
necessa y digi al compe ences needed by any eache h oughou hei p o essional ajec o y,
independen ly o he le el o ype o eaching.
In he case o u u e eache s, minis e ial o de s ECI/3854/2007 and ECI/3857/2007 es ablish he
equisi es o he o icial deg ees ha enable eaching in ECE, including knowledge o he educa ional
implica ions o he In o ma ion and Communica ion Technologies (ICT). Ne e heless, digi al
compe ence aining is no add essed homogeneously a all uni e si ies. A s udy by Rome o-Tena,
Llo en e-Cejudo and Palacios-Rod íguez (2021) showed ha in 81.36% o he Spanish uni e si ies
analyzed, echnology was a manda o y subjec in he cu icula o he Ea ly Childhood Educa ion Deg ee,
while in he es i was o e ed as an elec i e, c ea ing signi ican inequali ies in he aining.
Molina, Pé ez and An iñolo (2012) jus i y ha u u e eache s in Spain a e no ye ained o he e ec i e
adap a ion o echnologies in he class oom, among o he easons, because Spanish uni e si ies, despi e
he changes pe o med in he las ew yea s, ha e ye o become equal o o he Eu opean uni e si ies, wi h
espec o he ini ial aining o eache s.
Acco ding o he s udy by Rome o-Tena, Llo en e-Cejudo e al. (2021), he main inequali y ound in
eaching cu icula and cou se syllabi ela ed wi h echnology in he Ea ly Childhood Deg ee is no due o
he inexis ence o ela ed con en o objec i es, no in hei planning. In ac , almos all uni e si ies
omen basic echnology li e acy, p omo ing he acquisi ion o undamen al compe ences o in eg a e
echnological ools in he cu iculum, he me hodology, and he class oom p ac ices. The di e ence is
ound in he modali y o he cou se: o he eigh Andalusian uni e si ies analyzed, i is augh as a basic
cou se in ou o hem, in wo i is an elec i e, and in he emaining wo, i did no exis as such. This
pano ama e lec s he lack o consensus abou he impo ance and he ole o echnologies in he Ea ly
Childhood Educa ion Deg ee, as well as hei cu icula and pedagogic alue.
P esen ly, he p elimina y Repo cu en ly being de eloped on he Whi e Pape on Ea ly Childhood
Educa ion unde lines ha digi al compe ence is one o he undamen al skills ha will allow u u e
eache s o adap o u u e challenges, gua an eeing ele an and quali y educa ion (G upo de abajo
CODE, 2024). In his sense, he cou se o ganiza ion and s uc u ing o he con en s a e de e minan
ac o s o achie e meaning ul lea ning, as shown by cogni i e psychology and neu oscience (McTighe &
Willis, 2019; No ak, 2010; Sousa, 2017; Weins ein & Sume acki, 2019). Wi hou an adequa e
o ganiza ional ounda ion, i is di icul o design eaching p ocesses ha p omo e deep and meaning ul
lea ning (Da ling-Hammond & Oakes, 2019).
I is he e o e c ucial o mas e he p inciples ha unde pin he subjec ma e con en (SMC), including
he dimensions o knowledge o he con en (KC) and he didac ic knowledge o he subjec ma e
(DKSM), as bo h a e in e ela ed (Copu -Gen u k, Tola , Jacobson & Fan, 2019). Recen s udies
(Mo eno-Media illa, Palacios, Gómez-del-Amo & Ba e as-Pe al, 2023; Mo al-San aella & de-la-
He án-Gascón, 2024) highligh he impo ance o designing didac ic p oposals ha include con en ha
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is app op ia e o omen ing digi al compe ences in child en. These p oposals mus a oid assuming ha
u u e eache s, as digi al na i es, a e au oma ically p epa ed o ansmi hese compe ences.
In addi ion, as Ma engu, Yli apio-Män ylä and Pu oila (2020) indica e, p o essional p ac ices a e essen ial
o linking heo e ical lea ning wi h educa ional p ac ice. Howe e , depending on he quali y o he
collabo a ion be ween uni e si ies and p ac ice cen e s, hese expe iences can s eng hen he heo e ical-
p ac ical connec ions o widen he gap be ween hem e en mo e. Rome o-Tena, Ma ínez-Pé ez and
Ma ínez-Na a o (2023), in a wo k abou P ac icum and echnologies, poin ou ha in he las en yea s,
he quali y o he echnology expe iences li ed by s uden s du ing he P ac icum ha e imp o ed. These
echnological p ac ices in he class oom a e undamen al o consolida ing he heo e ical basis acqui ed in
he acul y. «E e y hing lea ned in heo y is pu in o ac ion du ing p ac ice, bu i his does no happen,
he aining p ocess can be conside ed ailed» (Rome o-Tena e al., 2023: page 65).
Las ly, conside ing he s udy ha will be conduc ed, we belie e ha in addi ion o he a iables desc ibed,
ano he impo an one mus be men ioned: he momen in which he aining is p o ided. The p e ious
knowledge o he s uden s when aking a cou se can signi ican ly in luence hei e ec i e use o he
subjec ma e .
Fo hese easons, a decision was made o analyze he digi al eaching compe ences (DTC) o s uden s
en olled in wo di e en uni e si ies whe e he aining is conside ed co e and manda o y, bu augh a
di e en momen s du ing he deg ee. One uni e si y eaches he echnology in Ea ly Childhood cou se
in he i s qua e o he ou h yea (a he end o p o essional aining), coinciding wi h he second
pe iod o p ac ices (P ac icum II). The o he uni e si y o e s i in he i s qua e o he i s yea (a
he s a o p o essional aining), when he s uden s lack p e ious knowledge abou educa ion,
pedagogy, didac ics, and o he subjec s ela ed wi h Ea ly Childhood. These di e gen con ex s sugges
possible di e ences in he use o echnological aining, which u ns his a iabili y in o he ocus o
he s udy.
2. Me hodological Design
2.1. Objec i e
The ollowing gene al objec i e was p oposed in he p esen s udy: o analyze i he academic yea in
which echnological aining is p o ided o u u e Ea ly Childhood Educa ion eache s has an in luence on
he de elopmen o Digi al Teaching Compe ences (DTC). Fo i s igo ous s udy, he ollowing speci ic
objec i es we e add essed:
•To s udy he le el o digi al compe ence, as well as o iden i y and analyze he espec i e
di e ences be ween he uni e si ies based on he a iables o sex, age, eaching expe ience, and
use o echnologies. (Obj. 1.1).
•To analyze he possible disc epancies be ween he le el o compe ence be o e and a e he
aining, in addi ion o examining possible ela ionships be ween sel -pe cep ion o he le el o
compe ence, and he eal le el acqui ed, and he espec i e di e ences be ween he a iables sex,
age, eaching expe ience, and use o echnologies. (Obj. 1.2).
Fo his, wo uni e si ies will be compa ed. Uni e si y 1 eaches he In o ma ion and Communica ion
Technologies (ICT) applied o Ea ly Childhood cou se in he ou h yea o he deg ee, and uni e si y 2
does i in he i s yea . We belie e ha eaching he cou se in he i s qua e , one in he i s yea and he
o he in he ou h yea o he deg ee, could ha e an in luence on he use and de elopmen o DTC, as
hose who ake he cou se in hei i s yea do no ha e any p e ious knowledge on gene al and speci ic
didac ics wi h espec o ea ly childhood s uden s.
2.2. Design and Pa icipan s
The esea ch design was cen e ed on a quan i a i e and quasi-expe imen al app oach, wi h a compa a i e
analysis componen be ween wo g oups. This me hodology is commonly used o s udy educa ional
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in e en ions and hei impac on speci ic a iables (He nández-Sampie i, Fe nández-Collado &
Bap is a-Lucio, 2014; Reicha d , S o age & Ab aham, 2023). The sampling was in en ional and
non-p obabilis ic, and was subjec ed o a p e- es and pos - es s udy, which allowed compa ing he esul s
be o e and a e he in e en ion. A o al o 644 Ea ly Childhood Educa ion Deg ee s uden s pa icipa ed,
who we e en olled in he ICT applied o Ea ly Childhood Educa ion cou se a wo di e en Andalusian
uni e si ies du ing he 2023-2024 academic yea . O hese, 47.5% we e en olled in uni e si y 1 ( ou h
yea ), while 53.5% we e en olled in uni e si y 2 ( i s yea ). F om he o al, 94.2% we e women, while he
emaining 5.8% we e men. By i emizing he da a, i was obse ed ha om he o al sample om
uni e si y 1, 95.5% we e women and 4.5% we e men, while in uni e si y 2, 92.9% we e women and 7.1%
we e men.
The age in e als o he pa icipan s we e: 18-20 yea s old, 24.4%, be ween 21-25 yea s old, 69.5%,
be ween 26-30 yea s old, 4.2%, and be ween 31-50 yea s old, 1.9%. O hese, a uni e si y 1, he esul s
we e 10.1% (18-20 yea s old), 83.8% (21-25 yea s old), 2.8% (26-30 yea s old) and 3.4% (31-50 yea s old).
In u n, a uni e si y 2, he pa icipan s we e dis ibu ed in he ollowing manne : 37.4% (18-20 yea s old),
56.6% (21-25 yea s old), 5.6% (26.-30 yea s old), and 0.5% (31-50 yea s old).
Aside om hese da a, he o igin o he pa icipan s can also be indica ed, wi h 58.1% li ing in u ban
a eas, while 41.9% in u al a eas. This dis ibu ion a ied acco ding o he uni e si y, as in uni e si y 1,
67.6% esided in u ban a eas, and 32.4% in u al a eas. In u n, in uni e si y 2, 49.6% li ed in u ban a eas,
and 50.4% in u al a eas.
Las ly, ano he da a o in e es ha can be highligh ed is he eaching expe ience, gi en ha 82% o he
o al sample indica ed no ha ing any expe ience, while he emaining 18% did. Likewise, i can be
indica ed ha all he pa icipan s used one o many social ne wo ks. In addi ion, i was obse ed ha
21.5% had used ICT as educa ional ools o 1-3 yea s, 17.8% be ween 10-14 yea s, 4.2% be ween 15-19
yea s, 19.4% be ween 4-5 yea s, 20.2% be ween 6-9 yea s, and 11.7% less han one yea , while 5.3% had
ne e used hem. The a iables eaching expe ience and yea s o use o echnology as educa ional ools
will be he ones used, along wi h gende , o disco e i hey a e in luencing ac o s.
2.3. Ins umen
To assess he le el o compe ence o he s uden s be o e and a e he in e en ion, he «DigCompEdu
Check-In» ins umen o u u e eache s by Rome o-Tena, Ba agán-Sánchez, Puig-Gu ié ez and
Llo en e-Cejudo (2021) was u ilized. This ins umen is composed o 22 i ems and s uc u ed in o 6 a eas
o compe ence: p o essional commi men (4) digi al esou ces (3), digi al pedagogy (4), assessmen and
eedback (3), empowe ing s uden s (3) and acili a ing he digi al compe ence o s uden s (5). Each i em
was sco ed h ough a Like scale o 5 esponses, and each pa icipan had o indica e hei sel -
assessmen , o disco e hei own compe ence, which anged om No ice (A1) o Pionee (C2), a e
comple ing i . Likewise, a gene al sec ion was also included o collec in o ma ion on hei
sociodemog aphic cha ac e is ics, as well as some issues ela ed wi h echnological habi s.
The ins umen used was alida ed wi h 335 Ge man s uden s, ob aining a eliabili y coe icien o 0.934,
conside ed high. In addi ion, alidi y was s udied wi h Mann-Whi ney’s U es and a bi a ia e co ela ional
s udy h ough Spea man’s p co ela ions, o con i m he hypo heses ha we e ini ially posed in he le el o
compe ence s udy (Ghomi & Redecke , 2018). Likewise, he ansla ion o Spanish was alida ed by 2262
eache s, ob aining a eliabili y coe icien o 0.967 (Cabe o & Palacios, 2020).
2.4. P ocedu e
Fi s , an explana ion was p o ided o he s uden s abou he impo ance o possessing DC as u u e Ea ly
Childhood Educa ion eache s, ha i s de elopmen was pa ly dependen on he cou se hey we e going
o ake and he con en s ha we e going o be wo ked on, acco ding o he Ve i ica ion Repo and he
cou se p og am; and ha assessing he ad ances in DC be o e and a e aking he cou se will p o ide
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in o ma ion o imp o e and adap hem o he DTC ha will be equi ed as Ea ly Childhood Educa ion
eache s. A e wa ds, he da a collec ion ins umen was p o ided o he s uden s as an online
ques ionnai e (P e- es DigCompEdu Check-In), in o de o disco e and assess hei le el o compe ence
ob ained as compa ed o he le el o compe ence hey hemsel es pe cei ed. The cou ses a e augh a
bo h uni e si ies in he 1s qua e , ying, in all he heo e ical-p ac ical sessions, o ocus he cou se o
imp o e he 6 le els o digi al compe ence, so ha he s uden s each he C1 (Leade ) o he C2 (Pionee )
le els, hus de eloping new digi al compe ences. A e he end o he cou se, he ques ionnai e was
adminis e ed again (Pos - es DigCompEdu Check-In) o disco e he eal le el ob ained a e he
in e en ion.
The da a we e s o ed in he p o essional s a is ical p og am SPSS .29. Las ly, he ollowing analyses we e
conduc ed: deg ee o eliabili y o he sample, desc ip i e s a is ical da a o he p e- es and pos - es ,
S uden ’s es o s udy he eliabili y o he es s applied, and an ANOVA analysis o in es iga e he
possible ela ionships be ween he eal le els o compe ence acqui ed, he sel -pe cei ed le el, gende , age,
and use o echnology.
C onbach’s alpha and McDonald’s Omega we e used o he deg ee o eliabili y, wi h hese indices being
he mos u ilized o analyze eliabili y. Values highe han 0.7 a e conside ed good, highe han 0.8 e y
good, and highe han 0.9 excellen . Ne e heless, alues below 0.7 a e conside ed mode a e, and hose
lowe han 0.4 a e conside ed low (Cabe o-Almena a, Ba oso-Osuna, Gu ié ez-Cas illo &
Palacios-Rod íguez, 2020; A ias-Va gas, Vélez-Be nal, Gómez-Bayona & Ra e-Gómez, 2024; Roco-Videla,
Aguile a-Eguía & Olguín-Ba aza, 2024).
3. Resul s
The analysis o he da a ha we e compiled h oughou he academic yea be ween bo h uni e si ies was
used o s udy he di e en app oaches o mee he p ede e mined objec i e. In i s place, he deg ee o
eliabili y was s udied, ollowed by he desc ip i e analysis o he na u e o he da a, he equency, and he
ANOVA o s udy he possible ela ionships, based on objec i es 1.1 and 1.2.
3.1. Reliabili y Scale
Table 1 shows ha bo h dimensions A and B possess mode a e alues, which sugges s ha he answe s o
he s uden s mus be e ised o disca d possible e o s in he in e nal consis ency o in he unde s anding
o he i ems. In u n, dimensions C, D, and E possess a good eliabili y, which indica es ha he i ems a e
consis en enough o s udy each o he a iables included. In e e ence, dimension F ob ained he highes
sco e. As o he o al ins umen , i ob ained a alue o 0.927, close o a alue o 1.
Va iables C onbach’s Alpha McDonald’s Omega
A. P o essional commi men .650 .662
B. Digi al esou ces .597 .603
C. Digi al pedagogy .759 .766
D. Assessmen and eedback .716 .722
E. Empowe ing s uden s .748 .756
F. Facili a ing he digi al compe ence o s uden s .870 .870
TOTAL .927 .927
Table 1. Reliabili y s a is ics
3.2. Analysis o Obj. 1.1.
To p o ide an answe o Obj. 1.1, a s udy was conduc ed on he le el o digi al compe ence, o iden i y
he di e ences be ween he uni e si ies, as well as he a iables gende , age, and use o echnology. The
gene al mean le el o he s uden s om bo h uni e si ies was ound o be be ween «B1: In eg a o » and
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«B2: Expe » a e he in e en ion. This mean was ob ained om he alues gi en o each le el, wi h 1
poin awa ded o A1 up o 6 poin s o C2.
In addi ion, i can be a i med ha he p o iles o he s uden s be ween he uni e si ies we e sligh ly
di e en , gi en ha uni e si y 2 ob ained a highe mean han uni e si y 1. Likewise, i was obse ed ha
he answe s o he s uden s om uni e si y 2 we e mo e concen a ed han uni e si y 1.
Al hough he e we e no many di e ences be ween he le els o compe ence de eloped, i was obse ed
ha he le el o women was highe han he men, as hei means we e close o he B2 le el. This
occu ed in bo h uni e si ies. Howe e , in uni e si y 1, he answe s we e mo e dispe sed.
The esul s indica ed ha o he a iable age, he e we e no signi ican di e ences be ween he g oups
om bo h uni e si ies, gi en ha p (Sig.) ob ained a alue o 0.560, being highe han he le el o
signi icance o 0.05. Likewise, i was a i med ha he e we e no signi ican di e ences be ween he le els
o compe ence acqui ed a e he s udy o he subjec ma e wi h espec o eaching expe ience, as p
(Sig.) was highe han 0.05, wi h a alue o 0.824. Howe e , and in con as wi h he o he wo a iables,
he a iable use o echnology ob ained a p- alue (Sig.) lowe han 0.001, which indica es ha he e a e
signi ican di e ences be ween one o he wo uni e si y s uden g oups.
ANOVA
Sum o
squa es gl
Quad a i
c mean F Sig.
Age
Be ween
g oups
(Combined) 1.344 5 .269 .787 .560
Linea
e m
Non-weighed .224 1 .224 .655 .419
Weighed .209 1 .209 .613 .434
De ia ion 1.135 4 .284 .830 .507
Wi hin g oups 100.453 294 .342
To al 101.797 299
Teaching
expe ience
Be ween
g oups
(Combined) 9.988 5 1.998 .435 .824
Linea
e m
Non-weighed 2.431 1 2.431 .530 .467
Weighed 8.132 1 8.132 1.772 .184
De ia ion 1.856 4 .464 .101 .982
Wi hin g oups 1376.616 300 4.589
To al 1386.605 305
Use o
echnology
Be ween
g oups
(Combined) 65.787 5 13.157 6.127 <.001
Linea
e m
Non-weighed .206 1 .206 .096 .757
Weighed 54.645 1 54.645 25.448 <.001
De ia ion 11.141 4 2.785 1.297 .271
Wi hin g oups 644.213 300 2.147
To al 710.000 305
Table 2. ANOVA analysis o bo h uni e si ies in ela ion o age, eaching expe ience and use o echnologies
In o de o disco e which uni e si y had a signi ican di e ence on he use o echnology, an
independen samples ANOVA was pe o med (Tables 3 and 4). Table 3 shows ha he e is a signi ican
di e ence on he use o echnology, wi h a e y low p- alue (<0.001) and a high F s a is ic (11.219).
Likewise, i was obse ed ha among he o he wo a iables, no signi ican di e ences we e obse ed, as
he alues we e highe han 0.05. Likewise, Table 4 shows he exis ence o signi ican di e ences on he
use o echnology, gi en ha he p- alue was 0.001, and he F s a is ic 4.909. This indica es he exis ence
o a signi ican di e ence in his a iable, and no on he o he s. Al hough he e a e signi ican di e ences
be ween he uni e si ies, i can be a i med ha he e is a highe signi icance in uni e si y 1 as compa ed
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o uni e si y 2, gi en ha he p- alues o uni e si y 1 we e lowe han uni e si y 2, as well as he F
s a is ic, wi h i being highe in he i s uni e si y as compa ed o he second.
ANOVA
Sum o
squa es gl
Quad a ic
mean F Sig.
Age
Be ween g oups 1.910 3 .637 2.581 .056
Wi hin g oups 32.061 130 .247
To al 33.970 133
Teaching expe ience
Be ween g oups 9.730 3 3.243 .667 .574
Wi hin g oups 642.152 132 4.865
To al 651.882 135
Use o echnology
Be ween g oups 85.523 3 28.508 11.219 <.001
Wi hin g oups 335.418 132 2.541
To al 420.941 135
Table 3. ANOVA o Uni e si y 1
ANOVA
Sum o
squa es gl
Quad a ic
mean F Sig.
Age
Be ween g oups 1.269 4 .317 .953 .436
Wi hin g oups 39.979 120 .333
To al 41.248 124
Teaching expe ience
Be ween g oups 11.326 4 2.831 .551 .698
Wi hin g oups 647.178 126 5.136
To al 658.504 130
Use o echnology
Be ween g oups 46.038 4 11.509 4.909 .001
Wi hin g oups 295.397 126 2.344
To al 341.435 130
Table 4. ANOVA o Uni e si y 2
3.3. Analysis o Obj. 1.2.
To ob ain Obj. 1.2, he possible disc epancies o he le el o compe ence be o e and a e he aining
we e s udied, as well as he ela ionships be ween pe cep ion and he eal le el acqui ed and he a iables
s udied. Table 5 shows he gene al equency da a ob ained in he p e- es and pos - es . I is obse ed ha
in he p e- es , he p edominan le el o compe ency ob ained was «B2: Expe » (43.3%), ollowed by
«C1: Leade » (31.3%). Ne e heless, a e aking he cou se, he p edominan le els dec eased o
«B1: In eg a o » (40.4%) and «B2: Expe » (37.1%). This could be due o he s uden s, be o e s a ing he
cou se, pe cei ing hemsel es as using he ICT in he mos adequa e manne acco ding o he
DigCompEdu amewo k; howe e , a e wo king wi h each o he compe ences o hese ins umen s,
hey obse ed ha hei le els we e no he same as hey ob ained ini ially; his is because le els B2 o C1
need a g ea e commi men o he use o echnologies.
Ano he impo an piece o da a ha mus be unde lined was le el «C2: Pionee », gi en ha 2.1% o he
sample ob ained his quali ica ion in he p e- es ; howe e , a e he in e en ion, i dec eased o 0%, as
none o he s uden s ob ained his le el based on he DigCompEdu ins umen .
Gi en he esul s ound, a S uden ’s es o ela ed samples was used be ween he p e- es and pos - es
da a ob ained (Table 6). I was obse ed ha he pa icipan s signi ican ly imp o ed hei digi al eaching
compe ence a e aking he cou se, ha is, in he pos - es , al hough he di e ence was small bu
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signi ican (0.166). In o he wo ds, i is con i med ha he s uden s possessed a highe le el o digi al
compe ence a e he aking he cou se, implying ha he ques ionnai e con ibu ed o a posi i e e lec ion
o e-assessmen o hei digi al compe ence.
Compe ency Le els
Gene al P e- es Gene al Pos - es
Pe cen age Pe cen age
A1: No ice 1.3 .4
A2: Explo e 3.4 12.0
B1: In eg a o 18.6 40.4
B2: Expe 43.2 37.1
C1: Leade 31.3 10.1
C2: Pionee 2.1 0
To al 100.0 100.0
Table 5. F equency o he compe ency le el ob ained in he p e- es and pos - es
Pai ed sample es
Pai ed di e ences
gl
Signi icance
Mean
S d.
De ia ion
Mean
s anda d
e o
95% con idence in e al
o he di e ence P o a
single
ac o
P o
wo
ac o sLowe Uppe
Pai 1 Digi al
compe ence le el -.166 .557 .022 -.209 -.123 -7.575 643 <.001 <.001
Table 6. S uden ’s es o ela ed samples
Likewise, Figu e 1 shows he le el o compe ence be o e and a e he in e en ion acco ding o
uni e si y, o disco e whe he he e a e di e ences be ween hem. The da a allow us o con i m ha in
he p e- es , uni e si y 1 ob ained B2 and C1 le els a simila pe cen ages, al hough B2 was mo e
p edominan . Howe e , le el C1 ab up ly dec eases a e he in e en ion, wi h a new p edominance o
B1 obse ed, ollowed by B2. In u n, B2 and C1 p edomina e in uni e si y 2, wi h B2 being he mos
p edominan . A e he in e en ion, i is obse ed ha le el C1 ab up ly dec eases while B2 sligh ly
dec eases, wi h B1 inc easing in bo h uni e si ies. In addi ion, i is obse ed ha while some use s
ob ained a C2 le el in he p e- es , in he pos - es , i was 0%.
Figu e 1. F equency o he compe ency le el ob ained by uni e si y in he p e- es and pos - es
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