The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva

Moro, Alfonso Infante; Infante-Moro, Juan-Carlos; Gallardo-Pérez, Julia

doi:10.7821/naer.2019.7.434

Cited by 47 publications

(36 citation statements)

References 13 publications

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“…The type of activities that students undertake with technology has a significant influence on reading performance; for example, the use of technology for educational purposes, such as searching for information on the Net, and the reading and writing of emails, have been shown to have a positive effect on digital reading competence. Therefore, a way forward could be teachers and families guiding students in their use of technology outside the classroom, and the students themselves committing to using digital devices online less for play and more for learning [60]. The school should be a place where students are educated in the critical and responsible use of technology, thereby avoiding the dangers of exposure to material unsuitable for their age.…”

Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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This article describes an investigation that made a comparative analysis of the influence of the use of technology for non-academic activities on the reading performance of students in 21 countries within the Organisation for Economic Co-operation and Development (OECD), as measured by the Program for International Student Assessment (PISA). To do this, we coded the SumIC001-008-010 variables (“Devices available at home” and “How often do you use digital devices for the following activities outside school”) in the PISA survey and quantified the effect by the proportion of variance explained of each variable in the model for each country. The results show that the reading score increases according to the variable for type and quantity of devices at home but falls drastically in all 21 countries when the “SumIC001” variable exceeds 15 points. Our research also found that the two activities that most negatively impacted reading performance if done on a regular basis were “playing online games via social networks” and “uploading your own created contents.” These results would seem to confirm that the non-sustainability and prolonged use of technology outside school is objectively negative for the development of reading competence in young people.

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Section: Discussionmentioning

confidence: 99%

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

et al. 2020

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“…In this context, trying to avoid this presence, most of the evolutions and changes have occurred in the teaching-learning processes [5][6][7][8][9][10][11][12][13][14], leaving the evaluation system relegated to physical presence in a specific place, for reasons of supervision. However, a point has been reached where the educational system and society demand tools that seek to ensure the quality of the evaluation process without necessarily requiring physical presence in a specific place.…”

Section: Literature Reviewmentioning

confidence: 99%

Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors

González-González

Moro

2020

Sustainability

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Most online teaching institutions still do not offer complete remote teaching, requiring the physical presence of the student in the evaluation process (for supervisory reasons), which could aggravate the evaluation and certification in massive open online teaching. Although, there are already e-proctoring tools (electronic proctoring) that allow this process to be carried out remotely, without requiring that physical presence. For this reason, and in order for this complete remote teaching to be extended to institutions that do not yet believe in the success of its implementation, this study, through a bibliographic study and a causal study carried out by experts in online teaching, focuses on locating the determining motivational factors when accepting and implementing this evaluation system as a method of remote supervision and tries to encourage its use through them. The list obtained consists of the following motivational factors: Quality management, available information, external conditioning, trust, perceived compatibility, perceived usefulness, attitude and intention, and the most decisive factor in this whole process is trust (which would be the extent of security and privacy that institutions have in the use of this tool).

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“…Para dar alcance a dichos objetivos, se adoptó un enfoque metodológico mixto (Creswell y Creswell, 2018), dada la pertinencia que este presenta para analizar el uso de la videoconferencia síncrona en el proceso de enseñanza y aprendizaje universitario (Gegenfurtner et al, 2020).…”

Section: Metodologíaunclassified

La comunicación en el aula universitaria en el contexto del COVID-19 a partir de la videoconferencia con Google Meet

Vila

Solano

Merma-Molina

2020

RIED

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La nueva realidad impuesta por el COVID-19 ha supuesto uno de los mayores desafíos que, hasta el momento, han tenido que hacer frente las universidades de tipo presencial, al tener que transitar de esta modalidad a una virtual y de emergencia. En concreto, la comunicación presencial en las aulas se ha tenido que apoyar en videoconferencias síncronas, las cuales han “ocupado” virtualmente un espacio que estaba regulado con anterioridad en las clases ordinarias. Todo ello ha requerido el uso de diversas aplicaciones tecnológicas, entre las cuales Google Meet ha sido una de las más utilizadas. En base a ello, este estudio se planteó con dos objetivos: (1) identificar las necesidades de comunicación que el alumnado universitario ha tenido durante el periodo de docencia virtual y (2) comprobar si Google Meet ha sido capaz de satisfacerlas. Para el logro de estos, se contó con la participación de 52 estudiantes del Grado de Maestro en Educación Primaria de la Universidad de Alicante. Se adoptó un enfoque metodológico mixto y para el tratamiento de los datos se emplearon el SPSS v. 25 y el AQUAD 7, con los que se realizó un estudio descriptivo y un análisis de contenido respectivamente. De acuerdo con los resultados, si bien el profesorado ha utilizado una comunicación audiovisual síncrona, lo que se ajusta a las demandas del alumnado, el grado de satisfacción de este es notoriamente escaso. Algo similar sucede en el caso de Google Meet, ya que pese a reconocerle cierto grado de utilidad y disfrute, manifiestan haber tenido serias dificultades a la hora de utilizarlo. A la vista de tales hallazgos, se concluye señalando la necesidad de ajustar la respuesta tecnológica que desde la universidad se está dando a la situación provocada por el COVID-19.

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The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva

Cited by 47 publications

References 13 publications

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa

Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors

La comunicación en el aula universitaria en el contexto del COVID-19 a partir de la videoconferencia con Google Meet

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