Barriers in teacher perception about the use of technology for evaluation in Higher Education

Abstract

This article addresses perceptions that higher education teachers have on the integration of technology in evaluation processes, focusing on their beliefs about learning, evaluation and technology that enable or hinder this pedagogical innovation.This study considered teachers as part of a project using rubrics in Moodle to evaluate learning in a Chilean higher education institution in 2014, 2015 and 2016.Forming and evaluating in a competency-based approach involves challenges for the teaching staff and changes in their role that are accepted or resisted. The same happens in the face of innovation processes with information and communication technologies (ICT) integration in teaching practices.The primary results show a relationship between pedagogical beliefs and evaluation which is consistent with adoption and assessment of the digital tool used. In addition, it reveals the role of beliefs as secondary barriers to change in the face of access or primary barriers (Ertmert, 1999). The value of autonomy in student work and feedback are identified as key beliefs in technology adoption.

Conocimiento del profesorado universitario sobre el uso de recursos digitales para atender a personas con discapacidad. El caso de la Comunidad Autónoma de Castilla-La Mancha

“…Esta baja formación se da tanto en las dimensiones generales como en cada una de las dimensiones analizadas, es decir, las referidas a los estudiantes con discapacidad visual, auditiva, motórico, cognitivo, accesibilidad y servicios. Estos resultados están en consonancia con otros estudios realizados en el contexto español a nivel general en el profesorado universitario (Fernández Batanero et al, 2022;Romero Alonso et al, 2019). Sin embargo, debemos mencionar que una mayor capacitación digital no está directamente relacionada con un uso más extendido de las mismas durante su labor docente con los estudiantes con discapacidad, sino que es necesario, mejorar otros aspectos.…”

The HeDiCom framework: Higher Education teachers’ digital competencies for the future

“…The findings of the literature review point to the importance of the sub-dimension “Designing and implementing” (e.g., Ardiç & Çiftçi, 2019 ; Cabero-Almenara et al, 2020 ; Romero Alonso et al, 2019 ). Some studies also highlight that ICT can act as a catalyst for innovation in practice, for example to create more flexible, personalized and self-regulated learning (Schneckenberg, 2010 ).…”

Teachers and Students Perception of Technology and Sustainable Adoption Framework in the Pedagogical Process: A Systematic Review

“…Ensuring equitable access to essential equipment is foundational, providing all teachers and students with equal opportunities to leverage technology (Johnson et al, 2016). The integration of technology into the pedagogical process faces various challenges, encompassing training, administrative support, equipment availability, and facilities (Johnson et al, 2016;Ng & Yunus, 2021;Romero et al, 2019). Our framework prioritises continuous support for teachers and students, access to necessary equipment, and ongoing evaluation as integral components for sustaining and enhancing the promotion of technology.…”