Gender and Digital Teaching Competence in Dual Vocational Education and Training

Prieto, Jesús Sánchez; Torres, Juan Manuel Trujillo; García, Melchor Gómez; García, Gerardo Gómez

doi:10.3390/educsci10030084

Cited by 45 publications

(30 citation statements)

References 12 publications

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“…Nevertheless, differences of little significance have been observed in favor of female teachers regarding ICT teaching [63]. Therefore, it is necessary to structure training programs that promote the participation of women to eliminate the digital gender gap [66].…”

Section: Age Gender and Teaching Experiencementioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In addition, 81.97 and 47.54% of mathematics teachers stated that they consider themselves to have sufficient ICT resources at home for their work and in the classroom, respectively. Through different clusters, mathematics teachers can be identified and classified according to their motivational and competence profiles in pedagogical and digital areas. In addition, young teachers with some teaching experience had positive perceptions of technology, as reflected by high scores in the motivation indicator for ICT.

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Section: Age Gender and Teaching Experiencementioning

confidence: 99%

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

et al. 2020

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“…In this sense, in these recent years there have been multiple researches that have studied the self-assessed Digital Competence in the educational field, in different contexts and levels (Belichenko et al, 2017;Edelhard, 2015;Fernandez Batanero et al, 2017;Fernandez, & Torres, 2015;Garzon et al, 2020;Heads et al, 2014;Rambousek et al, 2016;Sanchez Prieto et al, 2020). It is clear from these studies that even if the availability of technological resources in the schools increases, teachers do not apply to their pedagogical practice the necessary use of ICTs, which leads to a stagnant traditional education (Area, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Dual Vocational Education and Training is a system where the application of ICTs in the learning teaching process becomes even more necessary, since the essential collaboration between tutors in the study and in the work center the students. Therefore, digital skills should not only be possessed by the teachers in schools, but also by the trainers in the companies (Sanchez Prieto et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Generational Digital Gap within Dual Vocational Education and Training Teachers

Sanchez-Prieto¹,

Torres²,

Gómez-García³

et al. 2020

EUROPEAN J ED RES

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In our current society, Digital Competence is an essential and basic competence for teachers. The students need trained teachers who know how to use Information and communication technologies (ICTs) and develop them into pedagogy. However, some of them do not know how. This phenomena is called "The generational digital divide", which occurs when teachers do not have sufficient digital or technological skills or do not adapt to them. This article aims to determine whether the age of teachers has an influence on their knowledge about Information and Communication Technologies. The objective is to detect if there really exists a digital gap between generations, specifically in Dual Vocational Education Training, a kind of education which has been growing in the recent years. To do so, a study with a quantitative and descriptive method has been carried out, with the participation of 1.568 teachers of this training modality in the Autonomous Community of Andalusia. The data were extracted by means of a questionnaire to measure the level of digital teaching competence in Dual Vocational Education and Training schools. The results showed that the level of digital competence shown was medium to low across all dimensions. With regard to the age factor, only the problem-solving dimension was found to be age-dependent.

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“…The incorporation of ICT in education has evolved given the large amount of online educational resources, the widespread educational offerings, the exchange of knowledge, and the connections among learning communities [26][27][28]. Similarly, the application of technology in education, eliminates certain space-time barriers in the teaching-learning process and enables the implementation of active methodologies [29]. In addition, ICT facilitates collaboration among all agents of the educational community [30].…”

Section: Ict In the Teaching Of Mathematicsmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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Gender and Digital Teaching Competence in Dual Vocational Education and Training

Cited by 45 publications

References 12 publications

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

Mathematics Teachers’ Perceptions of the Introduction of ICT: The Relationship between Motivation and Use in the Teaching Function

The Generational Digital Gap within Dual Vocational Education and Training Teachers

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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