¿Cómo utiliza el profesorado universitario las tecnologías digitales en sus aulas?

Abstract

<p>En los últimos años, la integración de tecnologías digitales en la educación universitaria ha sido una prioridad de las organizaciones dedicadas a la formación. La sociedad del conocimiento está en constante adaptación en tecnologías, aunque la formación no sigue el mismo ritmo, lo que plantea la urgencia por conocer la situación actual en relación a su integración en las aulas. La presente aportación se focaliza en analizar cómo el profesorado utiliza las tecnologías digitales, identificando herramientas que normalmente integra, la frecuencia de uso y los factores que afectan a esa integración. Bajo un paradigma interpretativo y utilizando una metodología mixta, se recogieron 527 cuestionarios y 29 entrevistas con profesores universitarios, además de analizar 120 guías docentes, de cuatro universidades catalanas. Los resultados muestran que el profesorado integra herramientas como presentaciones visuales o plataformas de vídeo, mientras que redes sociales, blogs o software interactivo son usadas por menos de un tercio del profesorado; y los que integran recursos como Entornos Virtuales tienden a infrautilizarlos. En consonancia, la frecuencia de uso de las TIC es baja y raramente se mencionan en las guías. Ha sido posible vincular esta tendencia a factores internos como la falta de competencia tecnológica, la edad y la experiencia; y externos como el ámbito disciplinario (Artes y Humanidades, Ciencias Sociales, Ciencias de la Salud y Ciencias y Tecnología). En conclusión, la educación universitaria necesita un cambio en metodologías docentes y, para ello, se proponen buenas prácticas que ayudarán al profesorado a integrar las tecnologías digitales con éxito.</p>

Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

“…For its part, the priority field of knowledge for good teaching practices with ICT is Social and Legal Sciences, where the field of education is framed and practices have been developed continuously over the years and with different technologies (VLE, web, radio, podcasting and mobile devices), as shown in Figure 4. On the other hand, Arts and Humanities present a minor development where only VLE and mobile devices have been applied, with differences in the technologies normally applied in this field of knowledge (forums, blogs and wikis) [17]. To a lesser extent, Engineering and Architecture has rarely developed good teaching practices with ICT, although they have presented a variety of technologies (3D, podcasting, video and VLE).…”

“…In short, the technology used par excellence are the VLE, especially applied in the Social and Legal Sciences [17] and with a stable path over the years. E-learning also plays a major role in higher education [20], combining with face-to-face teaching at universities [4,5,11].…”

“…And the one with the longest route is the VLE, which began in 2008 and whose usage has remained stable in recent years ( Figure 5). In Spanish universities, good teaching practices with VLE (59.25%) [17,[45][46][47][48][49][50][51][52][53][59][60][61]65,[68][69], have been highlighted. Its use has predominated over other technologies: mobile devices (14.81%) [56,58,62,67], Podcasting (7.40%) [57,64], Radio (7.40%) [54,55], Video (3.70%) [66], 3D (3.70%) [63], and Web (3.70%) [70].…”

“…So these aspects are fundamental to developing innovative practices with technology. However, the frequency of ICT use in Spanish universities is low due to factors such as technological competence, age, and experience [16,17]. This study highlights the use of different technological resources depending on the area of knowledge: the majority of forums, blogs, and wikis are used in Arts and Humanities, while virtual platforms are mostly applied in Social and Legal Sciences as well as Sciences.On the other hand, in recent times, the interest of teachers in including technological innovations in the classroom has led to them compiling good teaching practices that serve as a reference [18].…”

“…• The use of PyramidApp which provided flexible and collaborative learning spaces [62]. • VLE with additional material, student feedback, online exams, collaborative work (forums and wikis), and gamification [17].…”