Teaching training in ICT and digital competences in Higher Education System

Abstract

Currently, Information and Communications Technologies (ICT) have become essential tools in academic practice; however, its use within the teaching-learning process has focused only on digitizing educational acquis, while educational practice still preserves traditional, methods, instead of using collaborative environments and other benefits offered by the field of Web 2.0. Thus, this research, which corresponds to a quantitative-descriptive correlational level, it has been done through survey methodology. Its aim is to analyze the ICT training of teachers and students in relation to digital competence and the use of ICT in Web 1.0 and 2.0 in academic practice, in reference to some contextual factors in Higher Education System in administrative sciences in the metropolitan area of the city of Queretaro. It was found that there is a relation between of digital competence and teaching training in ICT, as well as a direct relation of the use of ICT among teachers and students. This affects academic performance, showing that the innovative use of ICT has favorable effect on student academic practice.

Digital Competences Relationship between Gender and Generation of University Professors

“…Likewise, the results obtained in this study corroborate the findings encountered in other works [31] and [32] where, age (generation) is a factor to be considered to establish differentiated training actions for educators; university professors with more than 53 years require a formal training process, carried out in the direct context of the teaching praxis for the development of techno-pedagogical knowledge in the effective use of ICT [33]. The more formal training teachers receive, the greater digital competence they will develop.…”

University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline

“…This study therefore fleshes out the theoretical review by uncovering the specific obstacles that teachers perceive, in the different barrier areas analysed (personal, professional, institutional, and contextual), as reasons for not integrating digital technologies. The literature takes the different barrier areas into account equally, although the barrier of lack of training comes up more frequently (Chukwunonso & Oguike, 2013;Gómez, 2017;Marín et al, 2012;Salcines et al, 2017;Zempoalteca et al, 2017). We believe that, in order to address the most prevailing barriers, there is a need for commitment, on the part of organizations, through the development and implementation of an institutional plan (Chukwunonso & Oguike, 2013;Duart, 2011;El Semary, 2011;Llorens et al, 2016;Mercader, 2019) that is more strategic than operational (Valverde et al, 2010), as well as the involvement of the teaching staff.…”

“…Other research indicates that the use of digital technologies is more common for the prior preparation of classes or for the administrative classroom management, but not for didactic use (Berzosa & Arroyo, 2016;Gumbau et al, 2016). The low use becomes more evident when we analyze general studies that focus on the use of digital technologies, which demonstrate a lack of integration among teachers in most cases (El Semary, 2011;Hernández-Ramos, Martínez-Abad, García, Herrera, & Rodríguez-Conde, 2014;Teo, 2015;Venkatesh, 2000;Zempoalteca, Barragán, González, & Guzmán, 2017), compared to the results in specific studies on the use of one particular tool.…”

“…Similarly, 72% of the institutions that participated in the study do not have a plan for allocating and distributing human resources linked to ICT. On the other hand, there is a recognized deficit in digital literacy among teachers-literacy in competencies that would help make digital technology integration neither random nor underutilized, but instead planned and suitable for meeting real educational needs (Chukwunonso & Oguike, 2013;Marín, Vázquez, Llorente, & Cabero, 2012;Salcines, González, & Briones, 2017;Zempoalteca et al, 2017).…”

Technological education in post-conflict Colombia: characteristics and challenges to be met

“…These tools are basic and applicable to all types of institutions [17]. A number of authors have stated that in ICT issues, preference should be given to alternatives that have universal or easy-to-apply systems [18], since this facilitates long-term results and contributes to investment and cost issues [19]. Thus, these factors were categorized or assessed according to weight throughout the process on a scale of between 1 and 5; reflections based on the experiences of European countries [11] make it easier to indicate that the most important aspects are portability and ease of training [20], which may encourage future improvements.…”