Abstract:

The main objective of the research was to characterize the digital profiles of elementary education teachers. Its origin was the challenges that the actors of the teaching-learning process faced, especially teachers when carrying out their educational work during the Covid19 pandemic. Considering that teachers' digital skills are relatively recent competencies, the management of information and communication technologies became a challenge, from the moment most teachers had to make use of them suddenly. This reveals that society has not provided its citizens with opportunities to obtain substantial freedoms, whether they put them into practice or not. This is based on Nussbaum’s (2020) understanding of a person's ability as the alternative combinations of functioning that are feasible for them to achieve. This means that a person values what they have in their environment, at their disposal, combining it with knowledge, skills, and attitudes. In a context where teachers are required to carry out their teaching work deploying strategies in both the classroom and at home, the research questions were the following: What digital skills do teachers have for the management of information and communication technologies? and What are the infrastructure conditions teachers have for the management of information and communication technologies?

A structured questionnaire was used with the following categories:
a) Technological infrastructure / Institutional context,
b) Home context,
c) Technological competencies and
d) Pedagogical use of technologies.

The questionnaire was applied to 94 teachers, most of whom are based in Mexico City. The type of research is quantitative, comparative, descriptive, and corresponds to a diagnostic study.

Among the most relevant conclusions, it was found that the infrastructure of schools, especially public institutions, is only sometimes efficient. Schools barely have the didactic electronic elements to be able to integrate ICT into the pedagogical processes. Few teachers use personal electronic devices to support the lack of computer equipment in schools. Furthermore, teachers are the ones who would have to get the devices at their own expense. At home, the most common tools used by teachers in addition to the internet connection are computer equipment. However, the connection is usually shared between several family members, which causes it to be weaker at the time of schoolwork, leading to frequent connectivity interruptions. In general, it is concluded that teachers know and use the basic programs of office automation, information search, evaluation platforms, and videoconferences. Yet, they require more training to improve their profiles. In addition, only a few teachers consider ICT a didactic tool, and they are rarely integrated into study programs.

Keywords:

Information and communication technologies, profiles, competencies, pedagogical use.