Tipologías para la Innovación tecnológica en Docentes de Educación Superior a partir de un análisis de conglomerados: un estudio exploratorio

Muñoz, María Luisa Arancibia; Zamorano, Ismael Valdivia; Araneda, Sebastián; Cabero‐Almenara, Julio

doi:10.6018/red/55/5

Cited by 8 publications

(9 citation statements)

References 19 publications

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“…Por lo tanto, la resistencia al cambio incide en la aceptación a la tecnología (García-Peñalvo, & Montoya, 2017;Muñoz et al, 2017;Zempoalteca et al, 2018).…”

Section: Discusión Y Conclusionesunclassified

Diversidad de uso tecnológico en el alumnado universitario; lo académico vs. lo personal

Andonegui

Garitano

Serna

et al. 2021

IJTEI

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La integración de la tecnología en el ámbito universitario requiere tanto de herramientas tecnológicas como de diseño pedagógico que lleve a prácticas efectivas. Nuestras Universidades han invertido en recursos y en formación para ello, pero la repercusión esperada en los procesos de enseñanza-aprendizaje está tardando en darse. En este estudio se quiere partir de la percepción del alumnado sobre los recursos relacionados con las Tecnologías de la Información y Comunicación (TIC) universitarios y su uso, y comparar las expectativas y uso que realizan en este entorno académico con el que realizan en su ámbito personal. Participan en el estudio 186 estudiantes del Grado de Educación a los que se les facilitó el test ECAR. Los resultados muestran que el alumnado desconoce gran parte de los recursos TIC universitarios y las posibilidades pedagógicas que éstos ofrecen. Se subraya que los estudiantes prefieren una enseñanza presencial y con una utilización mínima de tecnología, a pesar de reconocer su implicación en el éxito académico. También se ha encontrado que las expectativas y uso que realiza de los recursos TIC en el plano académico difiere sustancialmente al que hace fuera del aula. En líneas futuras, habría que resolver por qué el alumnado desconoce los recursos TIC universitarios y sus posibilidades educativas y en qué medida afecta el uso e integración de la tecnología que hace el profesorado en las expectativas y uso de ellas por parte del alumnado.

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“…Por lo tanto, la resistencia al cambio incide en la aceptación a la tecnología (García-Peñalvo, & Montoya, 2017;Muñoz et al, 2017;Zempoalteca et al, 2018).…”

Section: Discusión Y Conclusionesunclassified

Diversidad de uso tecnológico en el alumnado universitario; lo académico vs. lo personal

Andonegui

Garitano

Serna

et al. 2021

IJTEI

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“…On the other hand, in the case of higher education, many studies have aimed to identify particular important aspects that favour the adoption of digital technologies, such as digital training and literacy provision for teachers (Oca et al, 2015), teachers' beliefs about ICT-mediated teaching-learning (Prestridge, 2012), the cultural and functional characteristics of the educational environment (Tondeur et al, 2009), and even studies focussing on the categorisation and classification of teaching staff depending on the use of digital technologies in their teaching (Arancibia et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, when we refer to ICT-mediated university-level educational contexts, it is easy to think of expanding educational scenarios, applying what has been learnt to different contexts, increased possibilities for teacher-student interaction, creating individualised learning environments, involving students in their own learning, and creating virtual environments that decentralise information (Arancibia, et al, 2017). In essence, ICT presents a spatial and temporal break with more traditional educational scenarios (Barrios & Fajardo, 2016).…”

Section: Introductionmentioning

confidence: 99%

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Calderón-Garrido¹,

Carrera²,

Gustems-Carnicer³

2021

INT J INSTRUCTION

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Knowledge and use of information and communication technology (ICT) are especially important for teachers since, in addition to ICT being a key element of the teaching and learning process, how teacher use it influences whether students use it inside and outside the classroom. This article identifies the knowledge of ICT that teachers from the area of music education at Spanish universities have and how they use it, as well as their training and their views on its advantages and disadvantages in teaching and learning processes. To do this, we used an ad hoc questionnaire with a valid sample of 112 teachers. The results indicate that teachers are aware of the benefits of ICT in their own teaching and in the professional future of the students. They kept the educational needs of the students very much in mind when choosing each resource. Despite knowing the benefits, the teachers did not train their students to learn how to use ICT. The biggest concern was the technological and gender gap identified.

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“…A challenge may arise in the case where teachers have not received sufficient digital training, through innovative teaching methodologies focused on pedagogical-technological issues in the context of higher education institutions, aimed to meet the demands emerging in their practice (Adetimirin, 2019;Cela-Ranilla et al, 2017), so highlighting they have on a low level of ICT skills (Arancibia, Valdivia, Araneda, & Cabero, 2017;Dzikite, Nsubuga, & Nkonki, 2017;Guillén-Gámez, Mayorga-Fernández, & Del Moral, 2020a;Mercader, 2019;Ojeniyi & Adetimirin, 2016;Prendes & Castañeda, 2010). This limited training is partly attributable to the fact that training has focused on issues related to technical-instrumental management and not on integrating ICT into didactic-curricular practice (Llorente, 2008).…”

Section: Introductionmentioning

confidence: 99%

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

Guillén‐Gámez

Mayorga-Fernández

Ramos

2020

CONTEMP EDUC TECHNOL

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The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and sociallegal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.

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Tipologías para la Innovación tecnológica en Docentes de Educación Superior a partir de un análisis de conglomerados: un estudio exploratorio

Cited by 8 publications

References 19 publications

Diversidad de uso tecnológico en el alumnado universitario; lo académico vs. lo personal

Diversidad de uso tecnológico en el alumnado universitario; lo académico vs. lo personal

Music Education Teachers’ Knowledge and Use of ICT at Spanish Universities

Examining the Use Self-perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-way ANOVA Design

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