16 SES 08 A, Emerging Digital Technologies in Education: Problems and prospects
Higher education is going through an accelerated process of technological change which must respond to contemporary societal problems. It is, at the same time, being exposed to new learning environments that enable deep learning acquisition. Amid this context, university lecturers play a new role based on defining contextualised memorable experiences through their research and the analysis of learning processes (Siemens & Long, 2011). This new role will help assessing the transforming impact Adaptive Learning Technologies have (New Media Consortium, 2017). On one hand, according to the Horizon Report (New Media Consortium, 2017), both m-learning and LMS have to be adapted to Higher Education. LMS include MOOCs as a tool for digital equality and to respond to our society’s casuistry (Zapata, 2013). On the other hand, augmented reality –AR- will develop a high penetration rate in both schools and universities in the short term, as indicated in several reports – Horizon, Gartner Research. (Barroso y Gallego, 2017; Cabero, Fernández y Marín, 2017; Cadavieco et al., 2012; Azuma, 1997; Miro et al., 2008). This study is part of a larger research project. The general objective was to analyse the digital skill of Spanish University Faculty of Education Sciences in emerging technologies. The methodology hereby followed is descriptive and non-experimental. A dichotomous ad-hoc questionnaire based on a Likert-type scale (from 1 to 4) was designed for this work. The original questionnaire had four dimensions and 118 items. The instrument has a high reliability, being the coefficient of Cronbach alpha α= 0.92 (Agreda, Hinojo & Sola, 2016). Items relating to the emerging technologies have been selected for this study. Our sample is formed by 1,145 lecturers from all 49 Spanish public universities which have an Education Faculty. Results show that Adaptive Learning Technologies have not yet been widely accepted by universities. This situation could be explained by the lack of training on ICTs, because lecturers fail to understand their actual potential use, or maybe because there is no interest in learning about these new technologies. Most of these are pretty much unknown and stay unused by the vast majority of lecturers.
Agreda, M., Hinojo, M.A. y Sola, J.M. (2016). Design and validation of an instrument for assess digital skills of teachers in Spanish Higher Education. Pixel-Bit, Revista de Medios y Educación,(49), 39-56. DOI: http://dx.doi.org/10.12795/pixelbit.2016.i49.02. Azuma, R.T. (1997). A survey of augmented reality. Presence-Teleoperators and virtual Environments, 6(4), 355-385. Barroso, J. y Gallego, O. (2017). Producción de recursos de aprendizaje apoyados en Realidad Aumentada por parte de los estudiantes de magisterio. Edmetic. Revista de Educación Mediática y TIC, 6(1), 23-38. Cabero J., Fernández, B. y Marín, V. (2017). Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 167-185. DOI: http://dx.doi.org/10.5944/ried.20.2.17245. Cadavieco, J. F., Sevillano, M.A. y Ferreira, A.F.M. (2012). Realidad aumentada, un evolución de las aplicaciones de los dispositivos móviles. Pixel Bit: revista de Medios y Comunicación, (41), 197-210. Freeman, A., Adams Becker, S., Cummins, M., Davis, A. & Hall Giesinger, C. (2017). NMC/CoSN Horizon Report: 2017 K–12 Edition. Austin, Texas: The New Media Consortium. Miro, X.V., Ballesteros, J.J.C., Zaballos, L.M., Díaz, P. L., Magri, M.C., Pampols, C.F. y Borda, R. M. (2008). Videojuegos y aprendizaje. Barcelona: Graó.
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