ICT usage for teaching and learning in Higher Education
Author(s):
Ana Belén Mirete Ruiz (presenting / submitting) Francisco Alberto García Sánchez
Conference:
ECER 2014
Network:
22. Research in Higher Education
Format:
Poster

Session Information

22 SES 05.5 PS, General Poster Session

General Poster Session

Time:
2014-09-03
12:30-14:00
Room:
Poster Area C (between B019 - B024)
Chair:

Contribution

Information and Communication Technologies (ICT) and their influence on the social scene is a fact. They cover professional, academic and domestic factors, and they have created a brand new way of communicating, connecting and even working together (Adell, 1997, Coll, 2004, Sánchez, Boix & Jurado, 2009). Higher Education has also been affected by this technological revolution, altering its classical formation and teaching schemes.

At the same time, European Higher Education Area (EHEA) asks for active and adaptable methodologies, competency development, building of collective knowledge, encouragement of investigation and training evaluation. A University where the students plays an active role on their learning is needed. They should be asked to do diverse activities, both in classroom, long distance or blended. For this, a consideration about the possibilities brought by virtualized education is even more urgent (Imbernon, Silva & Guzman, 2011).

Method

Under this perspective, we’ve done a research in which our target is to analyze how both students and teachers of Education Faculty in University of Murcia use IT. We have collected information about 34 teachers (51.5% men and 48.5% women) of Education Faculty and 581 students (22.6% men and 77.4% women) of the first three courses in Degree in Pedagogy, Degree in Pre-school education, Degree in Primary Education and Degree in Social Education. The research is a survey, using the ACUTIC questionnaire for information gathering. It’s composed of three parts (attitude, knowledge and usage) about IT in University. It contains 31 questions with a Likert like scale of 5 values, and 12 of them are about analyzing the IT usage.

Expected Outcomes

Results show that the most used tools by teachers are basic edition tools (M=4.74, sd=.51), search tools (M=4.56, sd=.61), virtual platforms (M=4.56, sd=.66) and communication systems (M=4.44, sd=.61). Students use more the search tools (M=4.52, sd=.68), basic editing tools (M=4.43, sd=.68) and social interaction spaces (M=4.24, sd=1.01). A factor one ANOVA shows important differences between how teachers and students use libraries and databases (F(1, 608) =32.865, p<.001), social interaction spaces (F(1, 608) =70.207, p<001), as well as virtual platforms (F(1, 609) =18.380, p<001) and data analysis software (F(1, 607) =70.930, p<001). These results show that, having in mind the new categorizations that emerge from visitors and digital residents (White & Le Cornu, 2011), we can conclude that teachers and students use IT in different ways. Both of them usually make use of basic user tools for information treatment, but teachers use more ICT resources meant for teaching and investigating. Students, on the other hand, make use of the social ICT.

References

Adell, J. (1997). Tendencias en educación en la sociedad de las tecnologías de la información. Edutec, Revista Electrónica de Tecnología Educativa. 7. Recuperado de http://www.uib.es/depart/gte/edutec-e/revelec7/revelec7.html Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación: una mirada constructivista. Sinéctica, 25, 1-24. Imbernón, F., Silva, P. & Guzmán, C. (2011). Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial. Comunicar, 36(XVIII), 107-114. doi: http://dx.doi.org/10.3916/C36-2011-03-01 Sánchez Asín, A., Boix Peinado, J.L. & Jurado de los Santos, P. (2009). La Sociedad del Conocimiento y las TICs: una inmejorable oportunidad para el cambio docente. Pixel-Bit. Revista de Medios y Educación, 34, 179-204. White, D.S. & Le Cornu, A. (2011). Visitors and residents: a new tipology for online engagement. Firs Monday, 16(9). Recuperado de http://journals.uic.edu/ojs/index.php/fm/article/viewArticle/3171/3049

Author Information

Ana Belén Mirete Ruiz (presenting / submitting)
Universidad de Murcia
Métodos de Investigación y Diagnóstico en Educación
Torrevieja
Francisco Alberto García Sánchez
Universidad de Murcia, Spain

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