La percepción del docente universitario ante el uso y valor de los datos abiertos

Rebaque, Begoña Rivas; Barrio, Felipe Gértrudix; Britto, Julio De Cisneros De César

doi:10.5944/educxx1.21317

Cited by 14 publications

(12 citation statements)

References 22 publications

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“…Another characteristic highlighted by the authors included in this study, is that technology allows for innovation in the roles of teachers and students, facilitating the path for more student-centered learning. The teacher can take on the role of a guide and mentor [35,26,24], while students become transformers, producers and disseminators of knowledge [36]. This competence, necessary for the improvement of the teaching-learning process, is even more indicated in online training [12,17].…”

Section: A Final Stage Reasons To Justify Digital Teaching Competencmentioning

confidence: 99%

“…For instance, educators should be able to promote research skills that their students do not already possess [40], so that they can more efficiently search for, select and share information, and manipulate technology in order to gain a measure of autodidactism [41]. Other authors go further, saying that university teachers must have the skills to train "digital citizens" [42,43,38], and to empower them to use digital tools both in their current studies and in their future professions [32,35].…”

Section: A Final Stage Reasons To Justify Digital Teaching Competencmentioning

confidence: 99%

“…It also includes development of communication and social skills [45,32,11] which involves: the use of technology, social networks for collaborative work, and personal communication and interaction among colleagues, the student body and the community in general [46,44,45]. Furthermore, it entails the ability to create documents and content using multimedia language in multiple and open formats [43,47,19,11,48,35]. In addition to these basic digital skills at the informational, communicative or multimedia level, several of the selected authors point to the crucial importance of being familiar with the ethical, legal, safety and ergonomic aspects of the use of technologies [46,49,37].…”

Section: B Areas or Dimensions That Make Up Digital Teaching Competementioning

confidence: 99%

See 2 more Smart Citations

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

Mon

Llopis-Nebot

Segura

2020

IEEE R. Iberoamericana Tecnologias Aprendizaje

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The digital teaching competence is an emerging issue in scientific literature. However, despite existence of different frameworks that define it, most of them are focused on the pre-university level. This article presents the results of a systematic review of the literature on the digital teaching competence of university teachers, in the Web of Science and Scopus scientific databases. According to the results, university teachers must be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue to develop professionally. Regarding their level of digital teaching competence, most university teachers seem to have adequate technical digital competence. Nevertheless, the results regarding the pedagogical use of technologies are different, with lower levels being found in the use of technologies for their own teaching development.

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Section: A Final Stage Reasons To Justify Digital Teaching Competencmentioning

confidence: 99%

Section: A Final Stage Reasons To Justify Digital Teaching Competencmentioning

confidence: 99%

Section: B Areas or Dimensions That Make Up Digital Teaching Competementioning

confidence: 99%

See 1 more Smart Citation

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

Mon

Llopis-Nebot

Segura

2020

IEEE R. Iberoamericana Tecnologias Aprendizaje

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“…In a context of different phenomena and factors that determine its evolution and progress, the analysis and interpretation of the massive data generated can facilitate decision-making and the implementation of proposals that could improve reality. It is with this purpose that Big Data or massive data (Rivas et al 2019) was born. This is a set of technologies and tools that allows the management, analysis, interpretation, and evaluation of large amounts of data and information generated in different contexts (Bogarín et al 2015;Mayer-Schönberger and Cukier 2013;Reyes 2015).…”

Section: Introductionmentioning

confidence: 99%

Big Data in Education: Perception of Training Advisors on Its Use in the Educational System

et al. 2020

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Big Data has revolutionized decision making in many fields, including education. The incorporation of information and communication technologies into education enables us to gather information about the teaching and learning process. As Big Data can help us improve it, it is paramount to integrate it into initial and continuous learning stages. This study therefore aims at finding out the perception of the training advisors of teacher training centers (N = 117) in Andalusia on the application of Big Data in education. The tool is an adaptation of the VABIDAE (Assessment of Big Data Applied to Education) scale, and the study of the descriptive statistics was carried out by using the analysis of variance (ANOVA) and Mann-Whitney U tests in order to check the existence of significant differences and correlations between the items that make up the scale. The results reflect the positive perception of training advisors on the use of Big Data in education. Significant differences were found in the competence level variable, whereby this tool was better rated by those advisors who feel that they have an advanced competence level. In conclusion, Big Data is valued for its ability to personalize educational processes and the consequent improvement in academic results, which shows the need to increase the level of knowledge about this tool.

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“…The problem of the use open data as a learning resource in the Spanish education system is devoted to the article of Rivas-Rebaque, Gertrudix-Barrio, and de Britto (2019) In the article of Yezhova, Pashkevich, and Manoilenko (2018), as a result of the models analysis the training of specialists in the fashion industry, it has been established that all specialists must know professionally oriented software.…”

Section: Introductionmentioning

confidence: 99%

Information Support of Educationalists as an Important Function of a Postgraduate Education System

Kuzminskyi

Біда

Kuchai

et al. 2019

RREM

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The conducted research on the status of information support of educationalists made it possible to install that such basic functions of scientific and pedagogical information as analytical-prognostic, integrative, and a function of operational and purposeful formation of various categories of specialists at present are not sufficiently implemented. This can be accounted for by the versatility and complexity of pedagogical process itself, as well as by a low level and limited range of developing operational systems differentiated scientific and methodological services to various categories of teaching staff. The research classified the types of information required in the system of postgraduate education of teaching staff. Based on the theoretical analysis of information access in the system of postgraduate pedagogical education (PPE), and programs of information and library service of teaching staff, it has been rationalized that there is a great necessity for establishing centers of scientific and information support aiming at improving the qualification of teaching staff. With this in view, ways of improving the informational function of PPE have been thoroughly studied and revealed. The most significant of them suggests that an automated corporate information system and a corresponding Internet site must be created. This can ensure the remote search and delivery of electronic materials from the funds of the State scientific and pedagogical library, and the libraries of educational institutions; an exchange of resources with other libraries and organizations; developing information and telecommunication technologies in institutions of postgraduate education; training teachers to use computer technologies, etc.

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La percepción del docente universitario ante el uso y valor de los datos abiertos

Cited by 14 publications

References 22 publications

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

Big Data in Education: Perception of Training Advisors on Its Use in the Educational System

Information Support of Educationalists as an Important Function of a Postgraduate Education System

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