Teacher Digital Literacy: A Challenge for Basic Education in Honduras

Abstract

This paper analyzes the digital gap of Elementary Education teachers in Valle de Sula, Honduras, from the dimensions of digital literacy and its impact on teaching practices in 2022. The investigators employed a mixed approach with a descriptive scope; moreover, they collected the information through various techniques and instruments. Regarding the quantitative approach, the authors used a technological skills test according to the office automation program and a questionnaire survey addressed to professors of the first and second cycle of elementary education in which items referring to instrumental, cognitive, axiological, and attitudinal dimensions were included. As for the qualitative approach, the investigators conducted individual interviews, used focus groups, and applied the observation technique by using a checklist. The results reveal that teachers' competencies in office automation skills are basic, they lack electronic devices and connectivity provided by the State in their educational centers, which is why they resort to the use of their own devices and connectivity. In addition, 40% of educators do not employ teaching-learning strategies using Information and Communication Technologies (ICT); hence, it is necessary to develop digital literacy and teacher updating programs to reduce the digital gap and strengthen connectivity, provision of technological resources that favor the application of ICT in education. Finally, the authors recommend creating training programs to improve access to ICTs in education.