Digital competence training for elementary school teachers: strategic proposal for pedagogical practice

Abstract

Objective: To design a strategy plan for digital skills training for primary school teachers at the Álvaro González Santana Polytechnic Educational Institution in Sogamoso, Boyacá, aiming to strengthen their classroom pedagogical performance. Methods: A mixed-method research design was adopted with a sequential methodological approach. The representative sample consisted of 91 elementary school teachers selected through probability sampling, evaluated using a questionnaire adapted from the European DigCompEdu framework, and complemented by direct classroom observation logs. Results: Quantitative and qualitative findings reveal a limited and mostly instrumental use of Information and Communication Technologies. Critical barriers persist, including a lack of digital pedagogical training, poor technology-mediated teaching planning, and recurring institutional connectivity issues. Conclusions: The proposed plan, grounded in the TPACK model, represents a relevant and structured alternative for systematically integrating technological, pedagogical, and content knowledge, revitalizing classroom practices, and fostering educational equity.