Analysis of the use of mobile devices in Spanish university classrooms

Abstract

Introduction: The level of training in media literacy of Spanish faculty members and the use of mobile devices by students for learning purposes were investigated. Method: We analyze the questionnaires completed by 100 professors from different Spanish universities, aged 39-64 years, with items focused on teaching innovation using mobile devices and media competence in their classes. Results: It has been established that the main barriers to innovation using ICTs in classes are due to the faculty themselves and a lack of investment by universities. Discussion: In view of the findings, it is clear that an insufficient technological training of the faculty compromises curricular innovation using mobile devices. Conclusions: Despite the misgivings of some professors and the lack of investment by higher education institutions, there are also success stories of innovative teaching, which must be multiplied to meet the demands of students and society at large.

¿Cómo impulsar la educomunicación y la alfabetización mediática desde el sistema educativo en España? Diagnóstico, problemática y propuestas por los expertos

“…To change this, the recommendations promoted by the European Digital Competences Framework (DIGCOMP, 2021) and the AlfaMed curriculum must be put into practice in all subjects of the educational curriculum at all educational levels. Recent work, such as that of Martínez-Rodrigo, Martínez-Cabeza Jiménez and Martínez-Cabeza Lombardo (2019), has already pointed out that the insufficient technological training of teachers is a determining factor when it comes to adopting a stance against innovation with mobile devices. The webinar's line of argument is fully in accordance with what Area and Guarro (2012) have already expressed: the approaches and practices of information literacy should broaden their theoretical references by incorporating new areas and educational goals (not only knowing how to search for digitised information, but also knowing how to produce it and disseminate it socially, incorporating the axiological and emotional dimension of learning) as well as approaching this literacy as a continuous lifelong learning process for the entire population from early childhood education to higher and lifelong education (Buckingham, 2007;Westby, 2010;McDougall, 2019).…”

“…Autonomous Communities such as Madrid, Galicia and Castilla La Mancha banned the use of mobile phones in schools. According to Martínez-Rodrigo, Martínez-Cabeza Jiménez and Martínez-Cabeza Lombardo (2019), insufficient technological training of teachers is a determining factor when it comes to adopting a stance against innovation with mobile devices.…”

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“…En la actualidad las personas viven inmersas en una modernidad líquida que se caracteriza por la vertiginosa rapidez de cambios que debilitan las estructuras económicas, políticas, institucionales y finalmente los vínculos humanos y sus relaciones (Bauman, 2000). La tecnología se ha incorporado a los procesos de comunicación de forma intensiva y ha generado una nueva dimensión digital que influye en la realidad tradicional (Nitsevich, 2018), concretamente, en los usos y hábitos sociales (Besolí et al, 2018;Martínez-Rodrigo et al, 2019).…”