The influence of using ICT in high-skills competences and ICT competences. A structural model

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

doi:10.1007/s10639-021-10437-y

Cited by 11 publications

(6 citation statements)

References 45 publications

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“…However, this study only focused on post-lockdown. Therefore and no prior study has described it, these unexpected results could indicate how the perception of the availability of ICTs, including access, proper amount, and the correct type of technology, depends on the user's need and the specific moment [89,95]. Additionally, these results could be linked to the modifications of the teaching paradigm based on face-to-face classes to an online or virtual teaching method [10,28].…”

Section: Discussionmentioning

confidence: 99%

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

et al. 2021

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Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

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Section: Discussionmentioning

confidence: 99%

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

et al. 2021

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“…Curricular adaptations based on new technologies are required, so that students can internalize teaching, enhancing the possibilities of virtual and/or dual environments with the same accessibility that their classmates enjoy, ultimately achieving the same success as other students. [72][73][74][75] Training teachers' resilience is essential because it means they will be stronger in the face of adversity. Teachers must cope with many educational challenges in today's society.…”

Section: Discussionmentioning

confidence: 99%

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Pozo-Rico

Poveda

Gutiérrez-Fresneda

et al. 2023

PRBM

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This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies. Participants and Methods: An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program. The sample comprised 141 teachers with mean teaching experience of 13.1 years (SD = 6.84, 54.6% women). Results: The program had a positive impact on teacher well-being, resilience, emotional competence, and self-efficacy, linked to the innovative and effective teacher methodologies included in the training. Conclusion: More research is needed to expand on the findings and optimize teacher training implementation. The training provided in this study is evidence of the commitment to overcoming current educational framework challenges. The training contributes to teacher empowerment and provides knowledge, strategies, and resources for greater innovation and quality in the classroom -key to creating educational synergies for the emergence of stronger teachers in the face of adversity. We discuss future research directions for a better understanding of teacher training in the 21st century.

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“…A number of studies tried to give definitions by synthesizing these skills. [24] listed three types of skills: acquisition skills (creative thinking and innovation; critical thinking and analytical problem-solving; effective communication and collaborative abilities [9]), literacy proficiencies (information literacy; media literacy; ICT literacy), and essential life competencies (adaptability and quick responsiveness; initiative and self-directedness; interpersonal adeptness), with cross-cultural competencies; efficiency and responsibility be a leader as well as responsible). Another study grouped these abilities into four groups: Computational skills (creative thinking and innovation; analytical reasoning, problemsolving, and decision-making; adaptive learning and metacognition), collaborating techniques (interaction; cooperation), working gears (knowledge mastery; ICT literacy), and [4], lobal skills (citizenship; languages; individual and communal accountability) [9], [10].…”

Section: Review Of Literaturementioning

confidence: 99%

“…It involves also cognitive aspects that are considered pertinent for promoting the development of the students' logic and critical skills to solve problems [6], [7]. Additionally, the employment of up-to-date initiatives to improve computer science education allows integrating technological aspects and new strategies into teaching in order to promote competencies [4] (known as different names like ICT skills including traditionally cooperation, interaction, discerning analysis, also innovation, along with knowledge, multimedia, and technological aptitudes, we add more such as intercultural skills, empathy, eco-literacy and translanguaging [6]- [9].…”

Section: Introductionmentioning

confidence: 99%

Predicting ICT Students’ Profile Using AI and Social Network for a Post Pandemic Classroom

Boudia,

Bengueddach

2023

ijmst

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The study investigates the impact of the COVID-19 crisis on education, focusing on computer science graduates and the importance of Information and Communication Technology (ICT) skills aligned with job expectations. Employing a questionnaire-based approach and data mining algorithms, the research assesses students' self-reported ICT skills post-pandemic. Findings indicate students generally possess fundamental ICT skills but exhibit areas for improvement. The study emphasizes addressing gaps in graduates' profiles to enhance skillsets and adapt university curricula. Practical implications highlight the need to prepare students for the evolving workforce, and the research contributes to literature by enriching understanding of post-COVID-19 education. The approach, combining questionnaires and data mining, offers valuable insights for assessing and predicting students' skills in a post-pandemic context. This research serves as a foundation for adapting teaching strategies and curricula to meet evolving learner requirements.

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The influence of using ICT in high-skills competences and ICT competences. A structural model

Cited by 11 publications

References 45 publications

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Predicting ICT Students’ Profile Using AI and Social Network for a Post Pandemic Classroom

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