Teachers’ information and communication technology competences: A structural approach

Cerveró, Gonzalo Almerich; Orellana, Natividad; Suárez-Rodríguez, Jesús M.; Díaz‐García, Isabel

doi:10.1016/j.compedu.2016.05.002

Cited by 162 publications

(131 citation statements)

References 63 publications

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“…In addition, the school introduced new pedagogical and organizational systems to support the reform, which made teachers collaborators. The new systems created a supporting context and enabled teachers to work collaboratively with their colleagues, which helped them improve their individual practices (Almerich, Orellana, Suárez‐Rodríguez, & Díaz‐García, ; Hasseler & Collins, ; Mumtaz, ). As collaborators, the teachers participated in both informal and formal discussions that provided reflections on their teaching practice (Carney, ), which not only improved their teaching skills and changed their teaching believes, but also provided emotional support for peers (Kim, Kim, Lee, Spector, & DeMeester, ).…”

Section: Discussionmentioning

confidence: 99%

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

Sun¹,

Gao²

2019

Brit J Educational Tech

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While numerous studies have explored the efficiency of instructional design supported by ICT (eg, Blanc, 2018) and the effectiveness of ICT-integrated learning environments (eg, Sun, Lin, Wu, Zhou, & Luo, 2018), most of them are focused on designed instructional activities, procedures or learning environments. How ICT supports instructional reforms in natural settings, especially on an institutional level, still needs further exploration. AbstractWhile the development of digital technologies provides generous resources for educational practices, how the use of information and communication technology (ICT) supports instructional reforms in schools still needs further exploration. The purpose of the study is to understand the roles of school leaders and teachers play in an instructional reform supported by ICT as well as how these roles interact with each other. The study selected a Chinese middle-high school that successfully had a school-wide instructional reform supported by ICT as an exemplary case and collected data through document analysis, interviews and observations. The results indicated that the school leadership was critical in the instructional reform. While the executive vice principal was in an essential position as an initiator and strategic planner, the leadership was distributed and stretched over in the school. The school built supporting pedagogical and organizational systems for continuous and collaborative learning and helped the teachers develop four new roles: learners, facilitators to student-centered learning, collaborators and researchers.

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Section: Discussionmentioning

confidence: 99%

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

Sun¹,

Gao²

2019

Brit J Educational Tech

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“…Conocer el estado digital de una organización o de un país, se constituye en el primer paso para identificar estrategias o mecanismos que contribuyan en el crecimiento y en el desarrollo socioeconómico (Serrano-Santoyo y Rojas-Mendizabal, 2017), frente a ello se han visto varias investigaciones que se preocupan por construir un esquema válido y apropiado, que permita evaluar no solo aspectos asociados a la disponibilidad de recursos tecnológicos, sino también el conocimiento, el uso, la apropiación, el impacto, los residuos generados, entre otros; en el campo educativo, investigaciones como: (Berrío y Rojas, 2014), (Vallejo y Patiño, 2014), (Almerich et al, 2016), (Ruiz, 2016), (Corona et al, 2017), entre otros; han realizado diferentes planteamientos y propuestas concernientes a evaluar la situación digital de las IES con miras a que estas instituciones logren un mayor beneficio por el uso de las TIC en sus diferentes proceso; sin embargo, estas investigaciones han considerado especialmente a dos actores las comunidades universitarias: docentes y estudiantes; dejando de lado la parte administrativa de las universidades.…”

Section: Referentes Teóricosunclassified

Situación Digital para Instituciones de Educación Superior: Modelo y Herramienta

et al. 2018

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ResumenSe propone un modelo para medir la situación digital en instituciones de educación superior. El modelo tiene un componente conceptual que define su estructura, un componente procedimental que determina su aplicación y una herramienta de software que articula los anteriores componentes para facilitar la operacionalización del mismo. Adicionalmente, se describe un estudio de caso desarrollado en una institución universitaria colombiana para evaluar el modelo considerando su efectividad, sus debilidades y su alcance. Entre los principales resultados obtenidos, está la validez del modelo para identificar el índice de situación digital para todos los integrantes de una comunidad universitaria, encontrando que las competencias axiológicas y productivas son las de menor valoración. Se concluye que toda institución debe contar con planes de gestión tecnológica que determine la viabilidad de la adquisición de tecnologías. Además, debe contar con estrategias de apropiación para reducir brechas y lograr mejor aprovechamiento de la inversión. Palabras clave: inclusión digital; brecha digital; índice de inclusión digital; alfabetización tecnológica; situación digitalAbstract This paper presents the proposal of a model to measure the digital situation in higher education institutions. The model is composed of a conceptual component that defines its structure, a procedural component that determines its application in an institution and a software tool that articulates the previous components in order to facilitate its functioning. In addition, this article describes a case study developed in a Colombian university institution for evaluating the model considering its effectiveness, its weaknesses and its scope. Among the main results obtained, there is the validity of the model to identify the digital situation index for all the members of a university community, finding that the axiological and productive competences are the least valued. It is concluded that the institution must have technological management plans that determine the viability of the acquisition of technologies. Also, it must have appropriation strategies to reduce gaps and achieve better use of the investment.

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“…In the century of the development of information and communication technology now all forms of information and communication technology can be obtained in a relatively easy way by using concise and sophisticated information and communication technology, judging from the trend of software and hardware development [4]. The main problem that concerns the learning activities of education management courses for a lecturer is the need to develop learning media in the form of multimedia-based applications that are integrated and connected in a computer network [5] The birth of multimedia technology is the result of a combination of advances in electronic technology, computer engineering and software. The ability to store and process digital images in dozens of millions of colors with high resolution and reproduction of sound and video in digital form [6].…”

Section: Introductionmentioning

confidence: 99%

Multimedia-Based Learning Application Development in Education Management Courses

Susanto¹,

Rachmadtullah²

2019

Preprint

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The development of multimedia technology has promised great potential in changing the way a person learns, to obtain information, adjust information and so on. Multimedia also provides opportunities for educators to develop learning techniques to produce maximum results. For this reason, the aim of this research is to develop multimedia-based learning applications in education management courses in the Indonesian primary school superior education study program. This study uses research and development methods The research procedure used in this study is to modify the Rowntree model which has three stages, namely: product planning, development, and evaluation. In this evaluation phase, the application of Multimedia-based Learning for Education Management courses has been further validated by two multimedia experts and two instructional design experts in the field of education management. The results of this study indicate that the application of multimedia-based learning in education management courses obtained significant value so that multimedia is categorized as appropriate to use as a learning media technology.

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Teachers’ information and communication technology competences: A structural approach

Cited by 162 publications

References 63 publications

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

Exploring the roles of school leaders and teachers in a school‐wide adoption of flipped classroom: School dynamics and institutional cultures

Situación Digital para Instituciones de Educación Superior: Modelo y Herramienta

Multimedia-Based Learning Application Development in Education Management Courses

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