16 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
One of the main teacher’s worries also present at different scientific forums refers to the appropriate method or methods improving learning among student in higher education. At present, Universities are progressively incorporating new technologies for both teachers and students and some of them like University of Huelva are also introducing parallel teaching methods like second language of instruction. These changes drives us to think about the influence that these new development has on students’ learning process. With regard to new technologies, some research point up the use favours a more active students’ roll within the teaching-learning process, facilitating the acquisition of technique terminology and improving the conceptual and procedural complexity of the activities they develop (Torreblanca & Rojas-Drummond, 2010). According to these results, other researchers defend CITs utilization on competences development due to not only of learning-process improvement but also because promotes alternative ways of working among students like works in group, collaborative learning or working in nets (Trujillo, Raso & Hinojos, 2009) and because is a kind of methodology that facilitates communication between teachers and students and increases students’ motivation and active participation (Palomares, Fernández, Modroño et al., 2007). However and in spite of new technologies seem to be a didactic methodology fully integrated in Higher Education, some authors maintain that its pedagogy used remains at the background (Alba y Carballo, 2005). As a example, Guerra, González & García (2010) refer that teachers at the University do not consider the image a an important didactic resource. Therefore, platform virtual and Webs publications like Open Course Ware (OCW), WeebCT or Moodle are scarcely used even though teachers recognize its importance an important tool of communication with students. This work also points up the fact that not all Spanish Universities are equally interested in using new technologies although it should be considered that these results are moderated, among other aspects, by teachers’ staff age, faculty or professorship. A favourable tendency toward using new technologies and specific software was observed among young teachers graduated as engineers or architect.
The University of Huelva backs to virtual teaching and learning and so that is immersed in several projects of virtualization like Andalusian Virtual Campus with the objective, among others, of promoting virtual teaching. This University is also making available to both teachers and students the use of moodle platform: access to blogs, forums or to a telematic and virtual teaching resources, etc.
In this work we examined the following objectives:
- To explorer the use of CIT among teachers of the Faculty of Science Education at the University of Huelva (Spain).
- To analyze teachers’ perception of introducing new technologies as teaching tool.
- To describe the association between the use of new technologies and students’ academic achievement.
- To describe which variables are moderating the use of new technologies.
Alba, C. & Carballo, F. (2005). Viabilidad de las propuestas metodológicas para la aplicación del crédito europeo por arte del profesorado de las Universidades españolas, vinculadas a la utilización de las TIC en la docencia y la Investigación. Revista de Educación, 337; 71-97. Donna M. Mertens (2009). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Gallaudet University, USA: SAGE Publications. Guerra, S.; González, N. & García, R. (2010). Utilización de las TIC por el profesorado universitario como recurso didáctico. Comunicar. Revista Científica de Educomunicación, 35 (XVIII), 141-148. Palomares, T.; Fernández, K.; Modroño, J. I.; González, J. et al. (2007). Las tecnologías de la información y comunicación en la enseñanza universitaria: influencia sobre la motivación, el autoaprendizaje y la participación activa del alumno. Revista de Psicodidáctica, Vol. 12 (1), 51-77. Torreblanca, O. & Rojas-Drummond, S. (2010). Mediación tecnológica para el desarrollo de habilidades de observación en estudiantes de Psicología: un enfoque socioconstructivista. Perfiles Educativos 58, Vol. XXXII, Nº 127, 58-84. Trujillo, J.M.; Raso, F. & Hinojo, M. A. (2009). Competencias y nuevas estrategias metodológicas para abordar el espacio docente actual. Revista de Ciencies de L'Educació, 45, 63-90.
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