Conocimiento y Uso de las Tecnologías de la Información y las Comunicaciones (TIC) según el Estilo de Aprendizaje de los Futuros Maestros

Gutiérrez, Ramón Cózar; Martínez, María del Valle de Moya; Hernández-Bravo, José A.; Hernández-Bravo, Juan R.

doi:10.4067/s0718-50062016000600010

Cited by 29 publications

(26 citation statements)

References 16 publications

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“…Given the association between the categories of LS and ICT use in university students with competency-based training, the outcome shows that students tend to be multimodal, since the active and theoretical styles present with greater associations with the management of information technologies, while students with the theoretical style use communication technologies more often (Shah, Ahmed, Shenoy, & Srikant, 2013;Wilkinson, Boohan, & Stevenson, 2014). However, adopting predominant LS does not guarantee greater skills in the use of ICT, since the complexity of LS and the different ways of using ICT depends on individual factors and cognitive processes; thus, it can be affirmed that there are different ways of learning and implementing the use of ICT (Cózar-Gutiérrez, Moya-Martínez, Hernández-Bravo, & Hernández-Bravo, 2016) However, regarding the second objective, the literature supports the results of this research, that is, that men use ICT at a higher frequency. This is due to the tradition of the technological field being associated with the male gender (Fernández, Larraza, Ruiz, & Maritxalar, 2008;Li & Kirkup, 2007;Sanz, 2008).…”

Section: Resultsmentioning

confidence: 99%

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Barbosa-Granados

Jaramillo

2019

J. New Approaches Educ. Res.

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The purpose of the study was to determine the learning styles (LS) and the use of Information and Communication Technologies (ICT) in university students within a competency-based training model, as well as to identify possible differences related to the frequency of use of ICT in terms of gender. A descriptive and correlational quantitative approach was applied with a non-experimental and transversal design. The study used an intentional non-probabilistic sample of 113 students in undergraduate psychology, public accounting and business administration programs that use a competency-based model at a private Colombian university. The outcome showed no significant differences among LS or in the frequency of ICT use in students with competency-based training. Additionally, the outcome showed a gender gap in which male students had the highest scores for the use of ICT.

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Section: Resultsmentioning

confidence: 99%

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Barbosa-Granados

Jaramillo

2019

J. New Approaches Educ. Res.

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“…However, at present, this trend seems to be reducing, as research begins to show the absence of a relationship between gender and the degree of acceptance of technologies [49,57]. References should be numbered in order of appearance and indicated by a numeral or numerals in square brackets, e.g., [1] or [2,3], or [4][5][6].…”

Section: Gamification Flipped-classroom and Motivationmentioning

confidence: 99%

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

et al. 2019

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We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.

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“…A partir de estas estrategias puede tenerse un impacto positivo en la medida que se incrementa la capacidad de investigación, aumenta la promoción de la cultura de la innovación, y se impulsa la gestión de las TIC en este tipo de entidades. Consecuentemente, en el presente artículo se analiza el panorama actual de las universidades del distrito de Barranquilla, en torno a las estrategias de integración de TIC e Innovación en los procesos de enseñanza; si bien, en la actualidad existen diversas investigaciones sobre el tema (Sarkar, 2012;Vajargah et al 2010;Oye, 2012;Cózar y Gutiérrez et al, 2016), en el caso específico del distrito de Barranquilla existen muy pocos estudios que documenten el comportamiento de las referidas variables.…”

Section: Estrategias De Las Instituciones De Educación Superior Marínunclassified

Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia

et al. 2017

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ResumenEl artículo da cuenta de una investigación cuyo objetivo fue analizar la dinámica de las universidades de Barranquilla, Colombia, en torno a las estrategias de integración de TIC e Innovación en la enseñanza. El estudio se efectuó bajo un enfoque cuantitativo, diseño descriptivo-explicativo-analítico, mediante la técnica de la encuesta. Se aplicó un cuestionario conformado por cuatro categorías de análisis. Dentro de los resultados se encontró que el 71% de las instituciones estudiadas no disponen de cursos de actualización para que los docentes se capaciten en TIC de manera continua. Se encuentra también que el 64% de las instituciones estudiadas no diseñan metodologías para la enseñanza y aprendizaje mediado por las TIC con la participación de los docentes. Se concluye que las instituciones de educación superior de Barranquilla requieren estrategias de integración y articulación de tecnologías innovadoras que fortalezcan la didáctica en sus procesos de enseñanza. Palabras clave: TIC; innovación; educación superior; enseñanza; aprendizaje Strategies of Institutions of Higher Education for the Integration of Information and Communication Technologies and of Innovation in the Teaching Process. A Study in the District of Barranquilla, ColombiaThe article reports the results of study done to analyze the dynamics of the universities of Barranquilla, Colombia, around the strategies of integration of Information and Communication Technologies (ICT) and of Innovation in university teaching. The study was carried out under a quantitative approach, using a descriptive-explanatory-analytical design, through the survey technique. A questionnaire including four categories of analysis was applied. The results show that 71% of the institutions studied do not have refresher courses for teachers to train on ICT on a continuous basis. It is also found that 64% of the institutions studied do not design methodologies for teaching and learning mediated by ICT with participation of teachers. It is concluded that higher education institutions of Barranquilla require strategies of integration and articulation of innovative technologies that strengthen didactics in their teaching processes.

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Conocimiento y Uso de las Tecnologías de la Información y las Comunicaciones (TIC) según el Estilo de Aprendizaje de los Futuros Maestros

Cited by 29 publications

References 16 publications

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception

Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Enseñanza. Un Estudio en el Distrito de Barranquilla, Colombia

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