Evaluación del uso de las TIC en estudiantes de la Universidad de Málaga: diferencias de género

Garrido, María Lourdes Aranda; Rubio-Rubio, Laura; Valle, Cristina Di Giusto; Dumitrache, Cristina

doi:10.24310/innoeduca.2019.v5i1.5175

Cited by 10 publications

(4 citation statements)

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“…In this sense, the men were more inclined towards the development of digital methodologies and systems of evaluation, in contrast to the studies by [18,41], who indicated that women were more prone towards this. As a result, hypothesis 1 must be rejected (The women use the digital tools more as compared to the men), just as the results from the study by [26,27,[43][44][45][46][47], and in contrast to the results found by [26,29,48,49] whose research determined this aspect as a possible creator of a gender digital divide [50]. In this sense, it should be indicated that the academic community does not seem to have reached a consensus about the variable gender, as shown by different studies conducted about the topic [26,29,[44][45][46][47][48][49].…”

Section: Discussionmentioning

confidence: 99%

Uses of ICT Tools from the Perspective of Chilean University Teachers

2020

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The use of the ICT in university learning processes is linked to their use by the educator. This aspect will determine the use of some resources over others, and consequently, the prevalence of some methodologies over others. The main objective of this work is to determine the use of the ICT by university educators, and from this, to determine which elements will define the design of a training program on the use of the ICT. For this, and with the use of an ex post facto method with a sample of n = 1113 subjects, the main result obtained was that the male professors utilized the digital tools more often for their teaching tasks. Furthermore, those with less professional experience preferred to use tools found in the cloud. Thus, it is concluded that the model of training observed from the demonstrated use of digital resources is linked to the preoccupation of education professionals for caring for the digital environment, and this model should be designed as a function of the methodologies and the system of evaluations utilized by the professors.

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Section: Discussionmentioning

confidence: 99%

Uses of ICT Tools from the Perspective of Chilean University Teachers

2020

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“…Today's students are portrayed by the media as "digital natives" (Creighton, 2018). This new generation of students is defined as emotionally attached users of ICT (Turner, 2015), mainly for leisure purposes (Allaby, 2018;Aranda et al, 2019). However, this perspective was lately criticised by different researchers (Flynn, 2021;Kirschner & van Merriënboer, 2013), as perhaps their competence levels are not focused on educational technology (Judd, 2018).…”

Section: The Digital Competence Of Studentsmentioning

confidence: 99%

“…The effect of the digital gap on social exclusion (Gómez-Trigueros et al, 2023 ), as well as the influence of the gender digital gap as the second digital gap (Garrido et al, 2019 ), is an additional barrier to overcome for the comprehensive development of citizenship in the twenty-first century (Joiner et al, 2015 ). As stated by Mariscal et al ( 2019 ), "there is still a stark and pervasive gender inequality in terms of access, ownership of digital devices, digital fluency as well as the capacity to make meaningful use of the access to technology".…”

Section: Introductionmentioning

confidence: 99%

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

et al. 2023

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Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

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“…Lo cual, se corrobora parcialmente con estudios como el de Torres-Coronas y Vidal-Blasco (2015), quienes encontraron que los hombres se destacan en la comunicación en línea, pero en cambio las mujeres lo hacen en el manejo de redes sociales. Así mismo, Aranda et al (2019) señala que, si bien no hay diferencias por sexo en los conocimientos básicos y medios de las TIC, sí se presentan diferencias cuando se necesitan conocimientos más complejos para su manejo. Estas diferencias podrían deberse al número y especialidad de los estudiantes encuestados, y al énfasis de cada instrumento de obtención de datos en unos u otros usos de las TIC.…”

Section: Discusión Y Conclusionesunclassified