Models of educational integration of ICTs in the classroom

Abstract

We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence. En este artículo se presentan los resultados de un estudio que analizó el grado y tipo de utilización que el profesorado hace de las TIC en aulas con abundante disponibilidad de tecnologías de la información y comunicación: un ordenador por alumno, Pizarra Digital Interactiva, proyectores multimedia y acceso a Internet. El objetivo del estudio fue detectar modelos o patrones de uso didáctico de las tecnologías y relacionarlo con algunas características personales y profesionales del profesorado, tales como el género, los años de experiencia, la etapa educativa, la competencia digital y el grado de uso de las TIC en su vida cotidiana. Se empleó un diseño de tipo descriptivo correlacional basado en un estudio de encuesta donde respondieron más de 3.160 profesores de toda España que participaban en el Programa Escuela 2.0. Los resultados obtenidos muestran que existen dos tipologías nítidas de modelos de uso de las TIC en función de la frecuencia y el tipo de tarea demandada al alumnado: un modelo de integración didáctica débil frente a un modelo de integración didáctica intensa de las TIC. Asimismo, se concluye que el perfil del profesorado que desarrolla un modelo de uso didáctico intensivo de las TIC es un docente con bastantes años de experiencia profesional, ciudadano usuario habitual de las TIC y que, además, se percibe suficientemente formado y con competencia digital.

Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

“…Teachers' technology integrations decrease with the rise in professional seniority. As observed in the present study, although there are studies reporting a direct or indirect effect of professional seniority on technology integration (Area-Moreira et al, 2016;Gomez et al, 2010;Karaca et al, 2013), some studies report the opposite, showing that professional seniority does not affect technological integration (Shi et al, 2013). Based on the obtained findings, it may be stated that the sooner teachers begin to work on the use and integration of technology in learning environments, the more successful they will be in their applications.…”

“…Similarly, Area-Moreira et al (2016) report the effect of frequency of computer use on the use of technology in education. The frequency of computer use has a direct effect also on individual innovativeness and TPACK.…”

“…Besides gender, professional seniority is one of the variables which is reported to affect technology integration in education (Area-Moreira et al, 2016;Gomez, Rodriguez, & Igado, 2010;Karaca, Can, & Yildirim, 2013). Mostly, technology integration decreases with the rise in professional seniority (Baek, Jung, & Kim, 2008;Rahimi & Yadollahi, 2011).…”

“…Technology integration increases with the increase in the duration of computer use . Besides duration of computer use, the frequency of use also affects technology integration (Area-Moreira et al, 2016).…”

Teacher attitudes in the design of learning activities through technology

“…Even more, further research could consider the identification of teacher profiles in relation to their level of use of ICT in the design of learning activities [20] . Concerning to the use of digital technology, recent empirical studies pointed that patterns of technology use emerge from the frequency of use and by the nature of the activity [36] . Similarly, IAATU could be applied to define what kind of learning activity teachers are using: lecturer's presentation, communication, information management, application, evaluative or productive [20] .…”