Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective

Bandrés, Sergio Cored; Liesa-Orús, Marta; Orús, Marta Liesa; Cosculluela, Cecilia Latorre; Oto, Silvia Anzano

doi:10.3390/educsci11120806

Cited by 14 publications

(15 citation statements)

References 36 publications

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“…This reveals the importance for universities to increase the amount and frequency of their training in the didactic use of ICT. Previous work supports the effectiveness of this type of training (Cubeles & Riu, 2018;Cabero-Almenara et al, 2020;Aquino et al, 2021;Cored-Bandrés et al, 2021;Santo et al, 2022). It would also be advisable that these trainings are specifically focused on the integration of ICT in teaching and learning processes and that the approach to the use of ICT prioritizes their didactic and pedagogical application (Montoro et al, 2015).…”

Section: Discussionmentioning

confidence: 86%

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Antón‐Sancho

Fernández‐Arias

Vergara

2023

J. Technol. Sci. Educ.

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This article analyzes the self-concept about digital competence in university professors of Sciences, Health Sciences and Engineering and the impact that the COVID-19 pandemic has had on the Information and Communication Technologies (ICT) use habits of professors in these areas. For this purpose, a survey designed by the authors was completed by 340 university professors in the aforementioned areas. Based on the answers obtained from this survey, a descriptive quantitative analysis of the assessments of the self-concept of digital competence and training of the participants, of the didactic use of ICT and the frequency of their use before and after the pandemic has been carried out. The results showed that the digital competence of the professors is intermediate, but their training is valued as low, especially in Sciences and Health Sciences. The assessment of ICT is very good. The pandemic has caused a generalized increase in the use of ICT, mainly in Health Sciences, which is the area in which university students were most reluctant to use them. In addition, a gender gap which did not exist before the pandemic has been generated favoring females in the use of ICT in Science and Engineering. An age-based digital gap that existed before the pandemic has also been corrected in Health Sciences.

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Section: Discussionmentioning

confidence: 86%

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Antón‐Sancho

Fernández‐Arias

Vergara

2023

J. Technol. Sci. Educ.

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“…From the perspective of university students, the implementation of these tools has allowed them to develop greater skills in communication, through interactive presentations, videos, or images, and in collaborative work with online documents [77,78], although their attitudes and aspirations in making use of ICT to optimize results should not be forgotten [6,79]. For the future enhancement of these skills in students in the service of thinking, critical thinking, and creativity, it is necessary for universities to intensify the training of university professors in the integration of ICT in their teaching activity [80][81][82].…”

Section: Literature Review 21 the Challenge Of Digitization Of Higher...mentioning

confidence: 99%

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Antón‐Sancho

Sánchez-Calvo

2022

Education Sciences

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In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence of the area of knowledge on this impact. For this purpose, responses from 716 professors from different Latin American universities to a survey designed by the authors were statistically analyzed. Following the UNESCO guide on the use of ICT in higher education, the survey distinguishes the following teaching activities to measure the use of ICT: lessons, tutorials, sharing materials, and evaluation. The results show that the use of ICT has increased in all teaching activities, but unevenly, being particularly intense in those in which the use of ICT was less frequent during the pandemic—specifically, tutorials and evaluation, whose frequency of use has increased by around 50%. As a result of this uneven increase, the use of ICTs in different teaching activities has become more homogeneous after the pandemic. This increase was significantly higher among engineering and social sciences professors than in other areas of knowledge, as well as in evaluation and tutorial tools than in other activities. In addition, the ICT tools most used during the pandemic were those with which the professors or students were most familiar before the pandemic. It is recommended that universities increase the specific training of professors in the pedagogical use of ICT and that they should address the specificities of each area of knowledge.

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“…The system of practice-oriented assignments for a computer science teacher, as proposed in this study, is aimed at formation of his/her digital competence. The previous research into formation of teachers' digital competence proposed certain solutions regarding the ways for achieving thereof; among them is a proposal to develop psychological and pedagogical support programmes for teachers to the extent of growth of their ICT competence, for successful transition from the traditional teaching to the digitalenvironment pedagogical engineering zone [24]; a proposal to use the gender approach in assessing the teachers' preferences in the use of digital technologies [25]; a proposal of innovative approach to pedagogues' professional development in the aspect of formation of their digital competence (for instance, virtual coaching) [26], etc. In this regard, the peculiarity of the approach outlined in our study is orientation at preparing a teacher for the development of learners' digital proficiency, ensuring the pedagogue's readiness to become a digital tutor of schoolchildren in mastering digital skills in all areas of digital literacy.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of professional competencies of computer science teacher in digital learning environment: digital competence

Boronenko¹,

Kaisina²,

Fedotova³

2022

P Sci Edu

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Relevance. Digital technologies are presently widely used in general education. Formation of learners’ digital literacy is becoming an important issue. A special role is given to computer science teacher. There is a need for additional research into professional competencies of computer science teacher in the digital education environment, formation of digital competency, his/her readiness to become a tutor for schoolchildren in mastering digital skills. The means for formation of digital competence are practice-oriented assignments on the use of digital technologies in the pedagogical practice. The purpose of the paper is systematisation of tasks handled by the teacher in the digital education environment and development of recommendations for the formation of digital competence of the computer science teacher. Methodology and methods of research. The methodological basis of the research is represented by the ideas of systemic and competency-based approaches in defining the substance of digital competence and characterising the teacher’s success in digital education environment based on the formed digital competence, teacher’s readiness to become a tutor of schoolchildren in learning the digital world and formation of digital literacy. The research results are presented by the description of practice-oriented creative tasks aimed at the formation of digital competence of computer science teacher and systematised by digital proficiency areas according to the digital competencies groups. The scientific novelty, when developing the characteristics of digital competence of a computer science teacher, stems from the use of the notion of structure and content of learners’ digital literacy, the need for formation of digital competencies that would allow a computer science teacher to become a tutor for learners in mastering digital skills, in development of digital competence characteristics of a computer science instructor. The practical significance of the presented research results lies in the possibility of their use in developing the content of the communicative/digital module of pedagogical baccalaureate programmes, in the development of complementary professional education programmes ensuring the formation of teachers’ digital competence and development of their professional readiness for practical use of innovative educational models and digital technologies with a view to form the learners’ digital literacy, create a comfortable and safe learning environment.

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Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective

Cited by 14 publications

References 36 publications

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Characteristics of professional competencies of computer science teacher in digital learning environment: digital competence

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