Abstract
The growing rise of information and communication technologies (ICT) in all areas of society demands that university professors have an adequate level of digital literacy, so that they can contribute effectively to the training of their students and respond to the demands of the job. The objective of this research is to know and compare the use by university teachers of different ICT resources, in their teaching, evaluation, and research (UTIC-EEI model, its acronym in Spanish), depending on the area of knowledge to which they belong (science and engineering-architecture, health sciences, art-humanities, and social-legal Sciences), in order to be able to take measures to effectively address the digital shortcomings of teachers. An ex post facto study is carried out, with a quantitative methodology utilising a survey technique, with a sample of 867 Spanish university teachers, with a descriptive and inferential analysis via ANOVA for multiple comparisons. The results showed a medium-high use by teachers of ICT resources in four areas, with there being a superior use in the teaching and research dimensions compared to the evaluation dimension in each area of knowledge. These data underline the need to continue training teachers to make excellent instrumental use of specific ICT resources in each area of knowledge.
Highlights
The ongoing evolution in the Spanish educational field is unquestionably the result of the influence of new information and communication technologies (ICT) (Gorghiu, Gorghiu, & Pascale, 2018), since they constitute a key component in the development of the teaching and learning process, promoting “great opportunities to improve the quality, accessibility and equity of education” (European Commission, 2012, p. 10)
The objective of this work was to understand the didactic use made by Spanish university teachers in all branches of knowledge of different ICT resources, as well as to compare their use of these resources according to their specific branch of knowledge
In relation to the second aim of this research, focused on comparing the didactic use made by Spanish university professors of different ICT resources according to each branch of knowledge, the findings showed statistically significant differences between the four branches of knowledge in the teaching and research dimensions, and no differences in the evaluation dimension
Summary
The ongoing evolution in the Spanish educational field is unquestionably the result of the influence of new information and communication technologies (ICT) (Gorghiu, Gorghiu, & Pascale, 2018), since they constitute a key component in the development of the teaching and learning process, promoting “great opportunities to improve the quality, accessibility and equity of education” (European Commission, 2012, p. 10). As affirmed by Carrera & Coiduras (2012), the incorporation of ICT in higher education has led to changes in the teaching methods of university teachers, due to the emergence of both technological resources and learning management system (LMS). In this situation, teachers play an important role as change agents (Prendes, Gutiérrez, & Martínez, 2018), while students represent the heart of the learning process (Adetimirin, 2019). As indicated by López, Sánchez, Arámbula, and Esquivel (2019), such use of technology is taking place regarding the method, but is not causing fundamental transformations
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