Competency profile on the use of ICT resources by Spanish music teachers: descriptive and inferential analyses with logistic regression to detect significant predictors

Guillén‐Gámez, Francisco D.; Ramos, Marta

doi:10.1080/1475939x.2021.1927164

Cited by 12 publications

(9 citation statements)

References 22 publications

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“…At the Primary Education stage, both genders show a medium-high level of digital competence, in contrast to the findings of Obaydullah and Rahim (2019) where the lack of preparation to integrate ICT in a didactic way is highlighted. As to gender, no significant differences were found, although male teachers had stronger digital skills, coinciding with the results of Roussinos and Jimoyiannis (2019), although these differ from those of Guillén-Gámez and Ramos (2021), where the female gender was found to have greater digital skills in the use of electronic devices. At the Secondary Education stage, both genders obtained medium-high scores, contradicting the work of Buabeng-Andoh (2019) and Mailizar and Fan (2020) where teachers had little knowledge of ICT beyond searching for information.…”

Section: Discussionsupporting

confidence: 80%

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Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

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Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

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Section: Discussionsupporting

confidence: 80%

“…At the Primary Education stage, Guillén-Gámez and Ramos ( 2021 ) analysed the digital skills of 115 Spanish teachers currently active who were specialised in the subject of music. The results showed that teachers had a novice-expert profile, in addition to gender differences regarding the use of electronic devices by female teachers.…”

Section: Related Workmentioning

confidence: 99%

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

et al. 2023

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“…They came to the important conclusion that the learning process should take into account the subjective attitude of students to the course content/learning resources and communications with the instructor, which can be effectively implemented with Moodle, Campus Pack Wiki, SPSS for Windows, ATutor, Eliademy. The uses of special technologies and programs (Web 2.0 general tools and Web 2.0 music tools) to develop student expression in music education, which once again proves the effectiveness of the use of technology in the learning process, were also described (Guillén-Gámez & Marta Ramos, 2021).…”

Section: Literature Reviewmentioning

confidence: 98%

Assessment of academic achievements in m-learning

2022

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The paper analyzes the teaching experiment regarding the use of mobile apps in the assessment of student learning. The study involved survey and self-description methods offered to students and instructors to assess the effectiveness of using mobile apps in learning. The study was conducted among 320 s-year students of the I.M. Sechenov First Moscow State Medical University and 8 instructors between September 1 and December 28, 2021, during the academic semester. Socrative and Plickers apps have been found to contribute to: better learning (φ* = 8.94, p ≤ 0.01); developing cognitive motivation among students resulting from diverse learning resources used with apps (φ* = 7.6, p ≤ 0.01); convenience of learning activities because students can work with the app both in the classroom and at home (φ* = 13.66, p ≤ 0.01); improved digital competence (φ* = 2.4, p ≤ 0.05). The research findings can be used by instructors in universities and secondary schools. Since didactic opportunities offered by mobile apps are quite significant, and considering other positive results of their use, this technology may be considered as an important tool for training young people and strengthening their cognitive motivation.Keywords Advantages and difficulties of using mobile apps for learning • Assessment of learning achievements • Didactic opportunities offered by mobile apps • Mobile app • Student-teacher interaction * Marina Lebedeva

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“…In this sense we have some contributions such as Biasutti (2012), which analyses the incorporation of ICT to Musical Education in Italy; or Stevens (2018), which describes the evolution of technology-based approaches applied to teaching and learning Music in Australia; or Gall's contribution (2017) on Technology in Musical Education in England and within the European context. With regard to Spain, we also have several contributions (Aróstegui, 2014;Authors, 2014;Authors, 2017;Sadío, Ortiz & Bernabé, 2020;Guillén and Ramos, 2021), although there are still scant studies that tackle this issue. However, the situation of COVID 19 has hastened and forced the ICT use resources to teach the Music syllabus in Spain's Secondary Education system.…”

Section: Introductionmentioning

confidence: 99%

The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs

Portero

Bravo

2022

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One of the most notable effects that COVID 19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain). It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT as a tool for teaching and student learning.

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Competency profile on the use of ICT resources by Spanish music teachers: descriptive and inferential analyses with logistic regression to detect significant predictors

Cited by 12 publications

References 22 publications

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

Assessment of academic achievements in m-learning

The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs

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