Relación entre la edad del profesorado de música andaluz y  el desarrollo de la Escuela TIC 2.0

Sánchez, Emilia Martos; Pérez-García, Purificación; Vázquez, Julia Bernal

doi:10.5209/rev_rced.2016.v27.n2.48264

Cited by 11 publications

(2 citation statements)

References 10 publications

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“…In relation to the age variable (table VIII), no significant differences were found, neither in the knowledge (KN) (F=1.71, p>.05), nor in the management (US) (F=0.09, p>.05), nor in attitude (AT) (F=1.05, p>.05), with a very small effect size (d= 0.0, d=0.0, d=0.1 respectively), which corresponds in all three cases to the 1% of the variance explained. Unlike in other studies in which it concludes the influence of age in favor of the younger [38].…”

Section: B Inferential Analysis Of Demographic Variablescontrasting

confidence: 63%

The Self-Perceived Digital Competence of Social Educators in Spain: Influence of Demographic and Professional Variables

Cabezas-González¹,

Martín²,

Andrade³

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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In 21st-century society, Information and Communication Technologies establish the ways of communication and socialization. The way we live, study, work, entertain ourselves, etc. have changed, and the patterns of social and economic development demand new skills from citizens. In Spain, the scientific and professional career called Social Education and their social educators, are responsible for promoting and facilitating the adaptation of people to society. Nowadays, these professionals must be aware that one of the fundamental competencies, along with others, is digital competence, and its development is a requirement to agree with contemporary society. This article presents the findings of a research that aims to be a pioneer in the field of study of Social Education in Spain and whose objective is to analyze the self-perceived digital competence of 452 working social educators and determine if demographic variables and professionals influence it. A quantitative, non-experimental, and descriptive method was used, with an ex-post-facto methodology, of a descriptive type in which no kind of treatment was applied to the object of study. The electronic survey technique was used to collect the information. For the analysis of the data, descriptive, inferential and regression tests were carried out. The main results obtained allow us to conclude that neither gender, nor age, nor the Autonomous Community influence the dimensions of management and attitude towards Information and Communication Technologies. On the contrary, professional variables do have an influence on the self-assessment of digital competence.

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Section: B Inferential Analysis Of Demographic Variablescontrasting

confidence: 63%

The Self-Perceived Digital Competence of Social Educators in Spain: Influence of Demographic and Professional Variables

Cabezas-González¹,

Martín²,

Andrade³

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…En consecuencia, son los que pueden adaptarse más fácilmente a estos contextos alternando periodos de docencia presencial y online, o simultane-Aplicar simultáneamente ambos tipos de enseñanza en el mismo grupo de clase. Martos et al (2016) confirman que en cuanto a la edad, los docentes entre 26-35 años obtienen una mayor puntuación en el manejo de herramientas TIC respecto a los que tienen más edad. Asimismo, los menores de 25 años obtienen una mayor puntuación en las dimensiones de competencias TIC generales respecto a los mayores de 36 años.…”

Section: Debateunclassified

Implementation of ICT tools in post-pandemic schools in Spain

García-Sampedro,

Rodríguez-Olay,

Peña-Suárez

2024

Rev. invest. educ.

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The present study, focused on Spanish language teachers, pretends to determine how ICT implementation has evolved after confinement, when teaching returned to being face to face or hybrid. The objectives are knowing which have been the most applied ICT tools and their real use; learning about teachers´ perceptions of their digital skills, and their satisfaction degree with online teaching; identifying teachers´ attitudes towards a future ICT implementation, and finally, elaborating a multiple regression model of analysis to determine the relationship between the last two objectives with teachers´ years of experience and teachers´ opinion on post-pandemic ICT use. Accordingly, an ad hoc questionnaire was applied, receiving 700 answers. Among other things, findings indicate a higher frequency of use of those digital tools that allow instant messaging, facilitate collaborative networks, promote interaction, and store data. They also show that teachers´ perceptions on their technological competence and ICT utilisation in post-pandemic scenarios is rather low, although they say they will continue using these tools in the future. In conclusion, there is an imperative necessity to reinforce pre-service and in-service teachers´ digital training, with the aim of improving this situation. This urgency had already been highlighted in previous studies, and became clearly evidenced not only during lockdown, but after that period too. El presente estudio, dirigido al profesorado de lenguas de toda España, pretende determinar cómo la implementación de las TIC ha evolucionado después del confinamiento, cuando la enseñanza volvió a ser presencial o híbrida. Sus objetivos se centran en saber cuáles han sido las herramientas TIC más utilizadas y su uso real; conocer las percepciones del profesorado sobre sus competencias digitales, y su grado de satisfacción con la enseñanza online; identificar las actitudes de los y las docentes hacia una futura implementación de las TIC, y finalmente, elaborar un análisis de regresión múltiple para determinar la relación entre los dos últimos objetivos, los años de experiencia del profesorado y su opinión sobre el uso de las TIC tras el confinamiento. Para ello, se aplicó un cuestionario ad hoc que recibió 700 respuestas. Los resultados indican, entre otras cosas, una mayor frecuencia de uso de aquellas herramientas digitales que permiten la mensajería instantánea, facilitan las redes de colaboración, y promueven la interacción y almacenan datos. También muestran que la percepción del profesorado sobre su competencia tecnológica y la utilización de las TIC es más bien baja, aunque afirman que seguirán utilizándolas en el futuro. En conclusión, existe una necesidad imperiosa de reforzar la formación digital de los y las docentes en formación y en activo, con el propósito de mejorar esta situación. Esta urgencia ya se había puesto de manifiesto en estudios anteriores, y se ha evidenciado con claridad, no sólo durante el confinamiento, sino también después de ese período.

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Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education

Castro-Alonso,

Chao-Fernández

2024

Brit. J. Music. Ed.

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Music teachers in secondary education tend to undervalue the professional competence of creating music, in response to educational models that prioritise the development of musical interpretation skills. The aim of this research is to identify the factors that contribute to this belief among teachers in Spain, by analysing the results of the Professional Competences of the Music Teacher questionnaire (n = 112). Significant differences were found between age categories, as well as significant linear correlations between teachers’ perceptions of their preparation during initial training, their practical skills and habits, and the professional importance they attached to their competence in musical creation.

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Relación entre la edad del profesorado de música andaluz y el desarrollo de la Escuela TIC 2.0

Abstract: Relación entre la edad del profesorado de música andaluz y el desarrollo de la Escuela TIC 2.0 The relationship between the age of music teachers in Andalucía and the development of the IT program Escuela TIC 2.

Cited by 11 publications

References 10 publications

The Self-Perceived Digital Competence of Social Educators in Spain: Influence of Demographic and Professional Variables

The Self-Perceived Digital Competence of Social Educators in Spain: Influence of Demographic and Professional Variables

Implementation of ICT tools in post-pandemic schools in Spain

Knowing ‘how to create’ in order to know ‘how to teach’? Perceptions and conditioning of Spanish music teachers in secondary education

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