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Sinergias educativas
October - December Vol. 9 - 4 - 2024
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eISSN: 2661-6661
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Educational leadership and teacher
digital competencies
El liderazgo educativo y las competencias digitales
docente
La formación universitaria y su impacto en la
arjumentación jurídica en casos de femicidio
Mercedes Monserrate Muñoz Muñoz *
Ruben Dario Vera Vera*
Abstract
The present research focused on the topic of leadership and digital
teaching competencies, as the current educational environment
demands changes and innovation. Traditional education still persists
in some schools in the country, with teachers having minimal
knowledge of technology management in pedagogy. Therefore, the
purpose of this work was to identify educational leadership,
pedagogical, and technological models to develop digital
competencies in teachers. The methodology had three moments: the
first was to examine the transformational model of educational
leadership through literature review. The second moment analyzed
the TPACK pedagogical model, identifying how the combination of
pedagogy, technology, and content can enhance teachers'
educational practices. Finally, a proposal was made based on the
design of a guide oriented to the TPACK model, explaining
pedagogical and technological resources, tools, and programs for
participants to develop the digital competencies demanded by
* Unidad Educativa Técnico Pedernales, economista,
mercedesm.munoz@educacion.gob.ec,
https://orcid.org/0000-0002-6462-5646.
* Unidad Educativa Técnico Pedernales, Ingeniero,
ruben.verav@educacion.gob.ec, https://orcid.org/0000-0002-
6462-5646
Article
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current society and education. The results provide detailed
explanations of the training and evaluation phases that teachers will
undergo at the end of the school year. These phases cover
pedagogical, curricular, and digital competencies such as digital
literacy, communication, content creation, security, problem-
solving, as well as knowledge of technological tools such as
Genially, Canva, Google Scholar, Microsoft Office, among others,
making educational settings active environments for learning.
Keywords. Leadership, competencies, teaching, TPACK model.
Resumen
La presente investigación abordó el tema del liderazgo y
competencias digitales docentes, debido a que el entorno educativo
actual exige cambios e innovación. La educación tradicionalista aún
se mantiene en algunas escuelas del país, docentes con mínimos
conocimientos sobre gestión de tecnologías en pedagogía. Por tanto,
este trabajo tuvo como finalidad identificar modelos de liderazgo,
pedagógicos y tecnológicos educativos para generar competencias
digitales en sus docentes. La metodología tuvo tres momentos el
primero examinó el modelo transformacional de liderazgo
educativo, mediante la búsqueda de literatura. El segundo momento
analizó el modelo pedagógico TPACK, donde se identificó como la
combinación de la pedagogía, la tecnología y los contenidos pueden
mejorar las prácticas educativas de los docentes. Por último, se
realizó una propuesta en base al diseño de una guía orientada al
modelo TPACK, que explica los recursos pedagógicos,
tecnológicos, herramientas y programas para que los participantes
desarrollen competencias digitales que demanda la sociedad y
educación actual. Los resultados son las respuestas al diseño de la
propuesta donde se explicó de manera detallada las fases de la
capacitación y evaluación que los docentes tendrán al finalizar el año
escolar. Estas fases explican las competencias pedagógicas,
curriculares y digitales como: alfabetización digital, comunicación,
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creación de contenidos, seguridad y resolución de problemas, a esto
se suma el conocimiento de las herramientas tecnológicas como por
ejemplo genially, canva, Google académico, Microsoft office entre
otros, estos elementos hacen del entorno educativo escenarios
activos de educación.
Palabras clave: Liderazgo, competencias, docentes, modelo
TPACK
Introduction
Educational leadership and digital competences of teachers to make
teaching-learning effective in the technological and pedagogical
field, are events that have been reformed in recent times due to global
changes. These changes where innovation is persistent and people
are forced to change their way of life by discovering new trends in
personal and professional life. These contexts involve all areas and
education does not escape from these demands, the educator needs
to be updated to compete with the student who is a digital native, and
somehow leaves the teacher who is a technological immigrant at a
disadvantage (Argudo & Tenecela, 2020).
ICT-trained teachers need to combine pedagogy with the technical
to generate meaningful learning (Amaya et al., 2020), thus creating
conducive environments and generating opportunities in the physical
or digital classroom (Cejas León et al., (2016). The didactic
combination of technology and methodology creates situations of
internalisation and construction of independent knowledge in the
learner.
With regard to work in the classroom, there is evidence of cases of
teachers with minimal experience in handling computers or
computer programmes. Therefore, the traditionalist methodology
continues to be applied, which affects the educational component
Ruiz, (2010) and ignores the advantages of integrating computer
competences with pedagogical ones.
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On the other hand, difficulties are observed in public educational
institutions, where the authorities do not manage resources and
depend on the educational or zonal districts to request them. This
leads to tedious bureaucratic procedures for the acquisition of
technological tools, but teachers who are committed to education
invest part of their income in technological equipment and systems
to improve the educational environment, and those who lack
commitment do what is necessary. Overall, there is still a long way
to go to take advantage of the benefits provided by ICT.
This research is based on educational theories and models, starting
with the constructivist one. This theory explains that the subject
constructs knowledge of reality through cognitive mechanisms that
are available and that allow transformations of that same reality
(Araya et al., 2007).
The theory of transformational leadership defines a ‘leader as one
who motivates people to do more than they themselves expect and
as a consequence changes are produced in groups, organisations and
society’ (Torres & Riaga, n. d.). This theory focuses on the
individuality of the person as a human being capable of developing
their skills to such a degree that they are able to fulfil their goals in
an intimate way. It leads to inspiration and elevates the capabilities
of the individual because the leader cares about his or her staff. He
possesses verbal skills, and acts in the right way to instil a role
model. Therefore, this model will be feasible to promote digital
competences in teachers.
Following the different researches, the use of the TPACK model,
which stands for combined pedagogical, technological and
curriculum, has been found. It is a model that works to integrate the
teaching process with ICT, to be able to use it, teacher training is
essential, where mediation allows to cover all the expectations of the
learner in the educational scenario (Amaya et al., 2020).
The teacher with a high level of digital competences is provided with
leadership in the classroom. They are capable of being a successful
mediator as they know how to induce students to learn effectively,
because of this they manage the methods, tools, computer systems,
among others, to influence the group of students they are in charge
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of, fostering a productive teaching-learning environment; however,
it has been shown that not all teachers are prepared to teach the Z
and Alpha generations. Under this premise, this research aims to
identify leadership, pedagogical and educational technology models
to generate digital competencies in their teachers and thus provide
effective teaching to the new generations.
Materials and methods
Objective 1.
The first objective is to examine the transformational model of
educational leadership through a literature search in order to
investigate the socio-psychological effects on organisational change
and the improvement of results in the school context.
Objective 2.
For the development of the second objective, it has the same
characteristics as the first one, except that the TPACK pedagogical
model will be analysed, where the aim is to identify how the
combination of pedagogy, technology and contents can improve the
educational practices of teachers.
Objective 3.
In order to fulfil objective 3, a proposal will be made based on the
design of a guide oriented towards the TPACK model, which will
explain the pedagogical and technological resources, tools and
programmes for teachers to develop the digital competences
demanded by today's society and education.
Results
People who manage educational institutions must follow models of
leadership. Therefore, following Leithwood's theory of
transformational leadership highlights the leader as an inspirer or
role model because of the actions he or she takes. He engages his
collaborators in training, or professional stimulation by honing their
skills, raises their awareness and inspires human purpose
(Leithwood, 2009).
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Another theory that stands out in the educational field and for the
purposes of this research is the theory of connectivism of Siemens
George, is a learning model that includes the foundations of
constructivism recognising technology as a source of importance in
teaching and learning in the new digital era and its immersion in
today's society (Siemens, 2004).
In terms of pedagogical models, TPACK, Technological,
pedagogical, content knowdege (technical, pedagogical, content
knowdege) stands out. Originally defined by Keehler & Mishra
(2009) explains its three elements, first is content knowledge (CK),
in this element the teacher must have considerable instructions
regarding the subject he/she is going to teach, improvisation is not
accepted, he/she must know the theories and deep facts of the science
he/she teaches.
In the same way, there is pedagogical content knowledge (PCK) in
this scenario the teacher must have knowledge of pedagogy,
effective functionality of teaching and learning. Then there is
technological knowledge (TK), at this point it is essential to have
knowledge of and the ability to adapt to the changes that occur in a
digital age.
In addition, technological pedagogical knowledge explains how
teaching and learning can change with the intervention of
technology. That is, the teacher must have an open and innovative
mind to involve pedagogy with technological tools that are in the
world, however, many have commercial or entertainment purposes.
It is then when the teacher through creativity uses them for the
educational environment (Koehler & Mishra, 2009).
To elaborate an explanatory guide of the components of the TPACK
model to guide teachers in the use of pedagogical and technological
tools, so that they can develop digital competences.
To train teachers in the use of technological and pedagogical tools
based on the TPACK model.
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Evaluate teachers at the end of the school year on digital
competences based on the TPACK model. The following proposal
will begin with the socialisation of the explanatory guide of the
components of the TPACK model, followed by a training that will
aim to teach teachers the pedagogical procedures and technological
tools for the improvement of activities within the classroom. T
To evaluate the proposal, it will be necessary to do so in two ways:
the first is to assess the results of the training and the second is to
evaluate the management of pedagogy, curriculum and ICT, focused
on the TPACK model, at the end of the course.
In the first instance, training will be evaluated based on the
contributions of e (Hidalgo-Parra et al., 2020), where he explains
that evaluation is carried out at four levels:
- Reaction: the reaction of those receiving the training is measured,
i.e. the quality of the programme and the performance of the
facilitator, where information is obtained through interviews or
surveys.
- Learning: this is obtained through the measurement of knowledge,
which can be verified through participation in classes or written
evaluations.
- Behaviour: application of the knowledge acquired in their work and
can be verified through observation, interviews, performance
evaluation and specific indicators.
- Outcomes: this refers to the achievement of results at indicator
level.
Finally, the results obtained from the proposal will be done by
measuring the evaluations applied to teachers through demonstration
classes with the topics established in the explanatory guide, in
addition to making analyses and observations of the results of the
students' quarterly evaluations at the end of the school year.
Discussion
Which teachers foster a culture of innovation and training, to meet
educational and personal objectives, making classroom activities
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creative, encouraging the development of student thinking. So that
teachers must move into the technological era to promote
meaningful learning.
The work does not end in the classroom; their functions extend to
the educational community. Therefore, the teacher must fulfil the
essential characteristics of a leader, to face challenges and make the
best decisions when managing the educational process.
To affirm their knowledge of pedagogical currents in order to face
the challenges demanded by today's society.
Follow the teaching-learning process based on the TPACK model
that meets the essential axes of pedagogy, knowledge of the
curriculum and technology.
Develop digital competences in terms of literacy, communication,
content creation, security, problem solving and knowledge of
technological tools.
The systematisation of education requires commitments in a
changing world where innovation is one of the transversal axes to
meet educational objectives. Physical or virtual classrooms are
scenarios to create dynamic and creative activities, in order to
develop the individual's critical, logical and abstract thinking.
Therefore, the proposal fulfils the purpose of training teachers in
pedagogical and technological environments by developing digital
competences.
Teacher leadership is involved at all times as the manager of the
teaching-learning process and of activities with the community. It
must positively influence its learners as a motivational guide to
develop students capable of learning in an intrinsic way, for this it
requires knowledge, applying theories, models and tools that
facilitate the process.
Constructivism and connectivism are the theoretical bases on which
this research is based, as they both conclude in the premise that the
student is the centre of learning. The teacher, on the other hand, is
the guide and conductor of the teaching process and does not leave
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the student alone; he/she plans, guides and uses methods and tools
to generate a favourable learning scenario.
The TPACK model is a tool that mixes the essential components to
make learning functional since it concentrates pedagogy, curriculum
and technology to make educational management efficient.
Digital teaching competences have five fundamental pillars such as:
digital literacy, communication, content creation, security and
problem solving, to which must be added knowledge of
technological tools such as genialy, canva, Google academic,
Microsoft office, among others, which make the educational
environment active educational scenarios.
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