Prediction of Factors That Affect the Knowledge and Use Higher Education Professors from Spain Make of ICT Resources to Teach, Evaluate and Research: A Study with Research Methods in Educational Technology

Francisco D Guillén-Gámez,María J Mayorga-Fernández

doi:10.3390/educsci10100276

Francisco D Guillén-Gámez, María J Mayorga-Fernández

Open Access

https://doi.org/10.3390/educsci10100276

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Abstract

Due to the rise of new technologies, further development of digital competence by professors is necessary. The aim of this paper is to know the pedagogical digital competence of lecturers in Spain, focused on a model called PDC-TER: ICT resources to Teach, to Evaluate and to Research; as well as to predict those variables that affect the level of this competence through different regressions (Multiple Linear Regression, MLR). A study has been carried out in the Spanish territory, with a total of 867 lecturers. For it, an ex post facto non-probabilistic study based on the survey technique has been proposed. The results show that the professors have an average level of digital pedagogical competence, while in the 2.0 tools for teaching and research dimensions, it has a medium high level of competence, as well as a medium level in relation to the use of tools 2.0 for the evaluation. Furthermore, one of the variables predictive of the level of digital competence in the three dimensions of the PDC-TER model, is the number of research and innovation projects in which they have participated. These data highlight the need to improve the digital competence of professors in order to meet the demands of the qualified professions of the future, and therefore, prepare students for it.

Highlights

In recent years, the great advances that have taken place in Information and CommunicationTechnologies (ICT) have led to the development of a so-called Information and Communication is influencing the construction of this new knowledge society [2,3,4]
The results section is divided into three sections: the first section is focused on analyzing the reliability and validity of the instrument; the second section describes the digital competence of the teaching staff in each dimension of the PDC-TER model; and the third section presents the results obtained through the regression models
They still possess a level of competence that is more technical and communicative than pedagogical, as the educational potential of Information and CommunicationTechnologies (ICT) is not exploited for its effective incorporation in teaching-learning processes as well as in relation to research

Summary

Introduction

Technologies (ICT) have led to the development of a so-called Information and Communication is influencing the construction of this new knowledge society [2,3,4]. In this sense, ICT is crucial for the development of generic competences within academic curricula, as well as elements of cultural interpretation and integration [5]. ICT should be considered as a means of articulation between academic and social knowledge, constituting the backbone of pedagogical training This is essential, given that the mere inclusion of ICT in the classroom does not guarantee improvements in teaching-learning processes [6].

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Conclusion