Teachers 3.0: Patterns of use of five digital tools.
DOI:
https://doi.org/10.1344/der.2019.35.202-215Keywords:
ICT, Digital competence, Technology use, Teaching, Educational Context.Abstract
Nowadays, improvements in teaching are closely related to the use of technologies which have been defined as unprecedented educational tools. This study analyzes the use that 118 Spanish teachers make of five digital tools; Google, Wikis, Blogs, YouTube and WhatsApp in the educational center and the impact of the socio-labor variables of these teachers on the greater or lesser use of digital tools for teaching and evaluation. To this end, a questionnaire is designed and validated, in both its versions, printed and online, and two types of analysis are carried out, one descriptive and the other multivariate, using General Linear Model. The results show different patterns in the use of digital tools by teachers according to their age, gender, professional experience, type of school and performance of academic positions. The implications of these results are discussed and evaluated.
References
Ahmadpour, A. & Mirdamadi, M. (2010). Determining challenges in the application of e-learning in agricultural extension services in Iran. American-Euroasian Journal of Agriculture and Environmental Science, 9(3), 292-296. Retrieved from: https://pdfs.semanticscholar.org/fcd4/ae0462ed0bdadf8dd6474a519c60d78adc0e.pdf
Almerich, G., Suárez, J.M., Jornet, J.M. & Orellana, M.N. (2011). Las competencias y el uso de las Tecnologías de Información y Comunicación (TIC) por el profesorado: estructura dimensional. Revista Electrónica de Investigación Educativa, 13(1), 28-42. Retrieved from: http://redie.uabc.mx/vol13no1/contenido-almerichsuarez.html
Biberman-Shalev, L. (2018). Personal blogs or comunal blogs? Pre-service teachers’ perceptions regarding the contribution of these two platforms to their professional development. Teaching & Teacher Education, 69, 253-262. https://doi.org/10.1016/j.tate.2017.10.006
Cano, E. & Cabrera, N. (2013). La evaluación formativa de competencias a través de blogs. La experiencia de seis universidades catalanas. Digital Education Review, 23, 46-58. Retrieved from: http://greav.ub.edu/der.
Carpenter, J.P. & Green, T.D. (2017). Mobile instant messaging for professional learning: Educators’ perspectives on and uses of Voxer. Teaching & Teacher Education, 68, 53-97. http://dx.doi.org/10.1016/j.tate.2017.08.008
Christ, T., Arya, P. & Chiu, M.M. (2017). Video use in teacher education: An international survey of practices. Teaching & Teacher Education, 63, 22-35. http://dx.doi.org/10.1016/j.tate.2016.12.005
Condie, R., Munro, B., Muir, D. & Collins, R. (2005). The impact of ICT initiatives in Scottish schools: Phase 3. Edimburgo: Scottish Executive Education Departament. Retrieved from: https://www2.gov.scot/Publications/2005/09/14111116/11170
DeWitt, D., Alias, N., Siraj, S., Yaakub, M.Y., Ayob, J. & Ishak, R. (2013). The potential of YouTube for teaching and learning in the performing arts. Procedia. Social and Behavioral Sciences, 103, 118-1126. https://doi.org/10.1016/j.sbspro.2013.10.439
Esteve, F., Castañeda, L. & Adell, J. (2018). Un modelo holístico de competencia docente para el mundo digital. Revista interuniversitaria de formación del profesorado, 91(32.1), 105-116.
Fernández, B. (2016). Adopción de la realidad aumentada por estudiantes del grado de educación primaria. En R. Roig-Vila (Edit.). Tecnología, innovación e investigación en los procesos de enseñanza-aprendizaje (pp. 432-439). Barcelona: Octaedro.
Fernández, V. & Pérez, S. (2015). Los blogs en la educación. Ejemplo práctico. CEF, 2(septiembre-diciembre 2015), 30-38. Retrieved from: https://dialnet.unirioja.es/descarga/articulo/6159626.pdf
Gisbert, M. y González, J. (2016). Nous escenaris d’aprenentatge des d’una visió transformadora. Wolters Kluwer: Madrid.
Gómez, V. (2017). ¿Cómo se involucran los estudiantes de pedagogía en una experiencia de blogging internacional en wikispaces?. Digital Education Review, 31, 1-19. Retrieved from: http://greav.ub.edu/der/
Hsu, J. C. (1996). Multiple comparisons: theory and methods. Boca Raton, FL: CRC Press.
Huang, H.M. & Liaw, S.S. (2005). Exploring users’ attitudes and intentions toward the web as a survey tool. Computers in Human Behavior, 21(5), 729-743. https://doi.org/10.1016/j.chb.2004.02.020
Instefjord, E.J. & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and teacher education, 67, 37-45. http://dx.doi.org/10.1016/j.tate.2017.05.016
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) (2016). Indicadores del uso de las TIC en España y en Europa. Retrieved from: https://intef.es/wp-content/uploads/2016/11/2016_1128-Indicadores_TIC_2016_INTEF.pdf
Jiménez, A., Pérez, J.V. & Carrillo-Rosúa, J. (2014). Integración de las Tecnologías Geoespaciales como herramientas docentes de Ciencias de la Tierra para Educación Secundaria. Enseñanza de las Ciencias de la Tierra, 22(3), 239-250. Retrieved from: http://digibug.ugr.es/handle/10481/39130
Junco, R. & Cotten, S.R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56, 370-378. http://dx.doi.org/10.1016/j.compedu.2010.08.020
Kiyici, M., Akyeampong, A. & Kiyici, F.B. (2013) Comparison of Turkish and US Pre-Service Teachers’ Web 2.0 Tools Usage Characteristics. Digital Education Review, 22, 74-98. Retrieved from: http://greav.ub.edu/der/
Law, N., & Chow, A. (2008). Teacher characteristics, contextual factors, and how these affect the pedagogical use of ICT. Pedagogy and ICT Use, 181-219. https://doi.org/10.1007/978-1-4020-8928-2_6
Lund, A., Furberg, A., Bakken, J., & Engelien, K. L. (2014). What does professional digital competence mean in teacher education? Nordic Journal of Digital Literacy, 9(4), 281-299.
Méndez, M. & Delgado, M. (2016). Las TIC en centros de Educación Primaria y Secundaria de Andalucía. Un estudio de casos a partir de buenas prácticas. Digital Education Review, 29, 134-165. Retrieved from: http://greav.ub.edu/der/
Meyer, K. A., & Xu, Y. J. (2009). A causal model of factors influencing faculty use of technology. Journal of Asynchronous Learning Networks, 13(2), 57-70. Retrieved from: https://eric.ed.gov/?id=EJ862348
Puentes, A., Roig, R., Sanhueza, S., & Friz, M. (2013). Concepciones sobre las tecnologías de la información y la comunicación (TIC) y sus implicaciones educativas: Un estudio exploratorio con profesorado de la provincia de Ñuble, Chile. Revista CTS, 8(22), 75-88. Retrieved from: http://www.revistacts.net/files/Volumen%208%20-%20N%C3%BAmero%2022/SanhuezaDEF.pdf
Roig-Vila, R., Mengual-Andrés, S. & Quinto-Medrano, P. (2015). Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria. Comunicar, 45(23), 151-159. http://dx.doi.org/10.3916/C45-2015-16
Rosselló, M. & Pinya, C. (2017). Using blogs to improve profesional competencies among undergraduate students. Digital Education Review, 31, 20-38. Retrieved from: http://greav.ub.edu/der/
Santiago-Campión, R., Navaridas-Nalda, F. & Andía-Celaya, L.A. (2016). Las percepciones de los directivos de centros escolares sobre el uso y el valor de las TIC para el cambio e innovación educativa. Estudios sobre educación, 30, 145-174. https://doi.org/10.15581/004.30.145-174
Schiler, J. (2003). Working with ICT: Perceptions of Australian Principals. Journal of Educational Administration, 41(3), 171-185. https://doi.org/10.1108/09578230310464675
Tejedor, F. & García–Valcárcel, A. (2006). Competencias de los profesores para el uso de las TIC en la enseñanza. Análisis de sus conocimientos y actitudes. Revista Española de Pedagogía, 223, 21–44. Retrieved from: https://dialnet.unirioja.es/servlet/articulo?codigo=1973261
Torrado, M. (2015). Uso del Smartphone y su reflejo en la escritura entre estudiantes de secundaria bilingües gallego-español. Digital Education Review, 28, 77-90. Retrieved from: http://greav.ub.edu/der/
Yanti, H., Setiawan, A., Nurhabibah, S & Yannuar, R. (2018). Teacher’s Perception about the use of E-Learning/ Edmodo in Educational Activities. IOP Conf. Series: Materials Science and Engineering, 306. https://doi.org/10.1088/1757-899X/306/1/012055
Vargas-D’Uniam, J., Chumpitaz-Campos, L., Suárez-Díaz, G. & Badia, A. (2014). Relación entre las competencias digitales de docentes de educación básica y el uso educativo de las tecnologías en las aulas. Profesorado. Revista de currículum y formación del profesorado, 18(3), 361-377. Retrieved from: http://www.ugr.es/local/recfpro/rev183COL9.pdf
Zhou, Q., Zhao, Y., Hu, J., Liu, Y. & Xing, L. (2010). Pre-service chemistry teachers’ attitude toward ICT in Xi’an. Procedia Social and Behavioral Sciences, 9, 1407-1414. https://doi.org/10.1016/j.sbspro.2010.12.342
Downloads
Published
Issue
Section
License
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
