ICT Skills in University Teachers, the Knowledge, Use and Pedagogical Appropriation of These Technologies

Barrera, Ángela Patricia Manrique; Hernández, Ariel Adolfo Rodríguez; Luna, Jorge Enrique Otálora

doi:10.1007/978-3-319-95522-3_21

Cited by 3 publications

(10 citation statements)

References 9 publications

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“…As far as professional engagement is concerned, eight studies (Ardıç & Çiftçi, 2019;Barrera et al, 2018;Barrios et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Nakaznyi et al, 2016), emphasise the insufficient use of bibliographic managers, which highlights the lack of creation and publication of their own personal libraries, such as, RefWorks, Mendeley, Zotero, etc.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Other eleven works (Barrera et al, 2018;Barrios et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Nakaznyi et al, 2016;Sysoyev & Evstigneev, 2015;Ríos et al, 2018;Ventayen, 2019;Viloria et al, 2018) stress the importance of using bibliographic managers, databases, cloud storage, digital repositories, etc., as well as sharing them to encourage creation through cooperation and collaboration.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Twelve papers (Barrera et al, 2018;Barroso et al, 2019;Mirabal et al, 2015;Montoya et al, 2018;Ventayen, 2019;Viloria et al, 2018;Bossolasco & Chiecher, 2015;Habibi et al, 2019;Noskova et al, 2019;Rodríguez & Del Carmen, 2019;Tobar, 2017;Suarez-Carballo, 2020) mention that digital resources are used to communicate with other lecturers and thus share information, experiences, concerns and so on. Among these tools are forums, virtual debates and blogs that are highly valued by the university teaching community.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…With regard to the area of digital resources, seven works should be highlighted (Ardıç & Çiftçi, 2019;Habibi et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Ríos et al, 2018;Ventayen, 2019), which indicate that university professors have a high level of competence in searching information and organising themselves using different online information sources. Eight studies point out that lecturers use other tools, programs and applications to collect or divulge the necessary information, such as Kahoot, Wix and similar (Barrera et al, 2018;Barroso et al, 2019;Habibi et al, 2019;Mirabal et al, 2015;Montoya & González, 2019;Montoya et al, 2018;Ríos et al, 2018;Ventayen, 2019) Concerning the third area, teaching and learning, some studies highlight the use by lecturers of the implementation of digital resources, with the consequent improvement of their strategies in the teaching-learning processes. According to nine studies, the most widely used resource is Moodle platform, which is closely followed by Virtual Campus, a teaching support platform (Barrera et al, 2018;Barroso et al, 2019;Grinsztajn et al, 2019;Hidalgo-Durán, 2019;Mirabal et al, 2015;Montoya & González, 2019;Nakaznyi et al, 2016;Noskova et al, 2019;Ventayen, 2019).…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

“…Finally, with regard to the last area entitled facilitating the digital competence of learners´, three papers (Ardıç & Çiftçi, 2019;Barrera et al, 2018;Mirabal et al, 2015) highlight the knowledge of university professors of creative commons licenses and similar, as well as the processing of data directly linked to the field of research.…”

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

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A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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Nowadays, we are facing a historical moment in which education practices are being transformed mainly due to the increase of technologies and their massive use at all levels of society, thus it is necessary to integrate them in educational contexts. In this context, the aim of this paper is to: analyse the level of technological competences of university professors. To this end, a systematic literature review based on the PRISMA methodology is carried out. The search was focused on WoS and SCOPUS databases. Initially, 815 documents have been retrieved and after applying the exclusion criteria 30 papers have been selected. The selected papers have been analysed in detail and the final conclusions have been structured according to DigCompEdu digital competence framework. The results show that the level of Digital Competences of University Professors (DCUP) is moderate and highlight aspects to improve: Reflective Practice is not cited in any article and Learner´s Empowerment and Facilitating Students' Digital Competence are the least referred. These aspects should be considered for future research. For this reason, it is recommended to carry out continuous training for university professors supported by the DigCompEdu framework.

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Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

Section: Analysis Of the Selected Articlesmentioning

confidence: 99%

See 3 more Smart Citations

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Aiastui¹,

Arruti

Morillo

2021

AULA_ABIERTA

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ICT-based Learner-Centric Evolutionary Learning Model: An effective solution to Teaching-Learning process

Bhoir

Patil

2021

IOP Conf. Ser.: Mater. Sci. Eng.

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In India around in the second week of March 2020, in order to avoid spread of COVID-19 virus, the Central Governments have declared LOCKDOWN in the country. It results in temporary shutdown of schools and colleges. By looking around, at severity of situation due to spread of the novel corona virus, there is no certainty when schools and colleges will reopen. This is a crucial time for the education field, including board tests, kindergarten admissions, entry tests of various universities and competitive exams. It has greater impact on Education field. It has affected continuous teaching-learning process, student counselling operation, assessment methods of teachers, students’ interest towards higher studies in abroad got lower. Information Communication Technology (ICT) may play important role in the lockdown period by providing online learning platforms. Its need in education is discussed in this paper. With the help of power supply, basic digital skills to teachers and students and internet connectivity digital learning can be made possible. Similarly, students those are from low-income groups or presence of disability, etc. for them distance learning program can be included. To mitigate such hazardous situations, ICT-based learning model is essential. In this paper, ICT-based Learner-Centric Blended Education Model is proposed which blends traditional classroom teaching with e-learning where students and teachers both are active, students can interact with teachers; also, teachers can monitor progress of students, etc. After surveying different research papers on Education Models, it has been observed that in learning based on ICT, the Learner-centric environment need to be implemented. In online platform instructors provide course material to students but personalization of these materials is missing. The proposed work presented an ICT-based Learner-Centric Evolutionary Learning Model which suggests appropriate course material to learner, according to learner’s profile built by our profile builder module which includes details like learning style, demographic details, recommendations, expectations, likes and dislikes. Our proposed work presented is seamless integration of traditional teaching-learning methods with online teaching-learning methods. The equal importance to teachers is given here to design and recommend study material to different types of learners, their preference is at highest priority in proposed recommendation model. Active engagement of students in learning process increases education graph using technologies and finally it will be helpful in development of our country.

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Las Competencias Digitales del profesorado universitario y su relación con la aceptación de las TIC en la práctica docente

Cazco¹

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1.3.11 Entornos Personales de Aprendizaje (PLE) 1.3.12 Recursos Educativos Abiertos (REA) 1.3.13 Los e-portafolios 1.4 Metodologías y estrategias didácticas mediadas con TIC 1.4.1 Aprendizaje Basado en Proyectos (ABPr) 1.4.2 Aprendizaje Basado en Problemas (ABP) 1.4.3 Aprendizaje Colaborativo/Cooperativo 1.4.4 Grupos de discusión 1.4.5 WebQuest 1.4.6 Aula invertida (Flipped Classroom) 1.4.7 Aprendizaje combinado (Blended Learning) 1.4.8 Aprendizaje móvil (Mobile Learning)

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ICT Skills in University Teachers, the Knowledge, Use and Pedagogical Appropriation of These Technologies

Cited by 3 publications

References 9 publications

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

ICT-based Learner-Centric Evolutionary Learning Model: An effective solution to Teaching-Learning process

Las Competencias Digitales del profesorado universitario y su relación con la aceptación de las TIC en la práctica docente

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