Identification of Variables that Predict Teachers’ Attitudes toward ICT in Higher Education for Teaching and Research: A Study with Regression

Francisco D. Guillén-Gámez,María J. Mayorga-Fernández

doi:10.3390/su12041312

Abstract

The aim of this research is to analyse the attitudes towards information and communication technologies (ICT) of higher education teachers from an affective, cognitive and behavioural model for teaching and research. It also aimed to explore different factors that can predict such attitudes. A non-experimental study was proposed using a survey technique and descriptive and inferential analyses were carried out using a multiple linear regression model (MLR). In total, the sample was formed by 867 university professors from Spain belonging to different areas of knowledge. The results show that these teachers have a medium total attitudinal level, so the lowest attitudes have been represented by the behavioural ones, followed by the affective ones. Regarding the predictor variables, variables that can predict such attitudes were found to be age, participation in projects, gender and teaching in face-to-face and/or online universities (ordered from highest to lowest priority).

Highlights

In recent decades, education has undergone a substantial transformation due to the rise of information and communication technologies (ICT)
The results section is divided into two sections: The first describes the attitudes of the teaching staff in each dimension of the ACB model; and the second section presents the results obtained through the regression models
The items focused on the affective attitudes towards ICT in the field of research were stated in a positive sense, with all scores obtaining above the average

Summary

Introduction

Education has undergone a substantial transformation due to the rise of information and communication technologies (ICT). Such technology plays an important role in the lives of people, both academically and professionally [1] In line with these transformations, it is necessary to place a greater emphasis on pedagogical digital competence when training teachers so that education professionals can make the most of technological advances in order to design, innovate and integrate optimal teaching–learning processes that are enriching for students [2,3,4]. In this context, the Horizon 2017 report [5] points out that innovation in higher education ( in universities) has been increased, to a large extent, by the current technological developments, which have transformed traditional methodologies. Different studies emphasise that universities continue to use methodologies considered traditional, such as textbooks, blackboard and chalk, and on a few occasions, digital whiteboards [6,7]

Objectives

Results

Discussion

Conclusion