Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks

Background/purpose – The training of teachers to use digital social networks implies a change in the cultural paradigm and new alternatives for the development of their digital skills. This research analyzes the effectiveness of a workshop-structured massive online open course (MOOC) to develop the teaching of digital skills associated with using digital social networks for educational purposes. Materials/methods – A quasi-experiment with pretest and posttest and intact groups was conducted. The population of the study was the teaching staff of Cuba’s University of Informatics Science, with a sample of 30 teaching professors. Results – The statistical results justify that in the two experimental groups, the implementation of the MOOC was satisfactory as significant differences were evident. The results suggest and affirm that MOOCtype online courses are an appropriate means for the continuation of teacher training as professional development. It concludes by arguing challenges in teacher training to develop their digital skills, highlighting: (1) technological, social, and educational imaginary; and (2) teaching digital culture vs. cultural codes of the student body. Conclusion – The main contribution is the effectiveness of teacher training through the interaction and interactivity between the designed MOOC and learning activities conducted using Facebook, LinkedIn, and Telegram.