Towards an efficient training of university faculty on ICTs (original) (raw)
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The goal of this research is twofold: firstly, to identify the possible differences in faculty’s attitudes toward and use of new technological resources; and secondly, to identify the educational interaction established with the students through the use of information and communication technologies (ICTs). A survey was administered to the University of the Basque Country (UPV/EHU) Gipuzkoan Campus faculty to measure the level of knowledge of ICT tools, the ICT training strategies being used, and the faculty’s preferences on the training they would like to receive in relation to those tools. A total of 472 of the 1,074 faculty members of the aforementioned campus took part in the research. The analysis of the data obtained from the survey provide us: a) a better understanding of the interrelation between the faculty’s ICT knowledge and their teaching and research tasks; b) an identification of the faculty’s preferred methods of acquiring such knowledge; and c) a precise determination...
Study on the Use of ICTs as Teaching Tools by University Instructors
Comunicar, 2010
The learning environment at the university stage which provides the Bologna Declaration has long indicated the need for major changes, among others, in the teaching methodology and teaching resources used by the university teachers. With this work, we aim to demonstrate some of the results achieved from the implementation of a National Research Project that has been carried out by four Spanish Universities. The objectives of the project aim to describe, through an exploratory study, the methodological situation in which our universities are highlighting their strengths and weaknesses based on the premises of the European Higher Education to suggest some strategies in order to facilitate the necessary adaptation. The methodology followed by implementing a questionnaire focused on concrete analysis of the dimension of the Information Technologies and Communication Technologies (ICT) reflects the view of university teachers and through the analysis of results allows confirming the need for adaptation by the universities for the implementation, with guarantees of the mentioned education reform. This article also presents several conclusions and suggestions for educational improvement focused on teaching and methodological training in the use of teaching tools that can promote the suggestions provided by the European Higher Education using ICT, as for example those offered by Web 2.0.
Journal of Computer Assisted Learning, 2006
Abstract Technology-enhanced learning (TEL) methodologies are becoming an important part of University teaching but faculty members have tended to shy away from using them. So, how can they be enticed to use them effectively? What approaches can be used? The purpose of the Xanadu project was to analyse the problems involved and to propose a model for training, based on experimentation at the University of Turin. Besides providing a model, this article will deal with the follow-up, particularly regarding the faculty members' initial approach to using information and communication technology (ICT), as well as examine the motives and conditions influencing their choices. In this sense, the project has enabled us to come to a better understanding of the typical misconceptions leading teachers to favour methodological approaches based on the distributive use of ICT (which are considered less demanding to manage), rather than networked collaborative interaction, which actually involve students more. In this regard, Xanadu has shown how teachers' awareness may be developed towards adopting a wide range of TEL approaches through both gradual training (project-oriented with a basic and an advanced course) and with the help of a graduate assistant capable of following e-content development and online collaborative activities. The effectiveness of the method may be confirmed by the large number of faculty members continuing to use ICT to support their teaching despite having no specific university TEL projects.
Revista de Psicodidáctica, 2011
The goal of this research is twofold: firstly, to identify the possible differences in faculty's attitudes toward and use of new technological resources; and secondly, to identify the educational interaction established with the students through the use of information and communication technologies (ICTs). A survey was administered to the University of the Basque Country (UPV/EHU) Gipuzkoan Campus faculty to measure the level of knowledge of ICT tools, the ICT training strategies being used, and the faculty's preferences on the training they would like to receive in relation to those tools. A total of 472 of the 1,074 faculty members of the aforementioned campus took part in the research. The analysis of the data obtained from the survey provide us: a) a better understanding of the interrelation between the faculty's ICT knowledge and their teaching and research tasks; b) an identification of the faculty's preferred methods of acquiring such knowledge; and c) a precise determination of the relationship between the level of ICT knowledge and the preferred learning methods. Resumen El propósito de esta investigación es el de identificar eventuales diferencias en las actitudes y utiliza-ción de los nuevos recursos tecnológicos así como en la interacción educativa con el alumnado que se establece a partir del uso de las tecnologías de la información y la comunicación (TIC). Se obtuvieron datos por encuesta acerca del nivel de conocimiento de herramientas TIC, de la estrategia formativa uti-lizada en su aprendizaje y de las preferencias formativas en este ámbito. En el estudio participaron 472 de los 1.074 profesores del Campus de Gipuzkoa de la UPV/EHU. Los resultados obtenidos permiten: a) una comprensión mejor que la hasta ahora disponible sobre las relaciones entre los conocimientos sobre TIC del profesorado y sus tareas docentes y de investigación; b) la identificación de las modali-dades preferidas para la adquisición de dichos conocimientos; y c) precisar relaciones entre el grado de conocimiento de las TIC y las preferencias formativas. Palabras clave: Tecnología de la información y la comunicación (TIC), educación superior, forma-ción, estrategias de aprendizaje.
This design dissertation was applied in response of the need to support the training of the body of professors of a Mexican university of higher education in the use and application of the Information and communication technology (ICT) in their classes. In order to do so, a study of mixed methodology was design to identify the needs of training and supported required to the staff of professors in relation with the ICT. The process of information gathered was conducted by the use of surveys and semi-structured interviews applied to three groups of professors that form the sample of this research. The questions of this research are: What are the needs of training in the area of ICT required from professors? And what type of support do these professors need in order to be able to use the ICT in their daily work? In a general sense, this research identified the needs and support required from the professors in the application of ICT in their daily work as well as the need of the authorities of the Mexican university to establish a policy in regard of the limits and criteria to train the staff of professors in the use and application of these new technologies.
An opportunity for the improvement of Higher Education through the ICT
Nowadays, e-learning, teleformation, or training based on ICT (Information and Communication Technologies), play a fundamental role in the improvement of the learning processes that is taking place at the Universities. On the one hand, the incorporation of the ICT in a face-to-face, distance or blended modality and, on the other hand, the European convergence process, have influenced on the change and improvement of the institution, in general, and the teaching-learning process developed in Higher Education, in particular. Nevertheless, it could be necessary to remark that the basic objective is to improve the attention of the users (in our case, students of Education Sciences). Another important aim is to optimize the resources based on Internet. But, mainly, in order to promote innovating processes which simplify and make agile not only the work of the teaching staff and students but also the communication among them. The purpose of this paper is to find out if pre-service teacher...
Teaching training in ICT and digital competences in Higher Education System
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Currently, Information and Communications Technologies (ICT) have become essential tools in academic practice; however, its use within the teaching-learning process has focused only on digitizing educational acquis, while educational practice still preserves traditional, methods, instead of using collaborative environments and other benefits offered by the field of Web 2.0. Thus, this research, which corresponds to a quantitative-descriptive correlational level, it has been done through survey methodology. Its aim is to analyze the ICT training of teachers and students in relation to digital competence and the use of ICT in Web 1.0 and 2.0 in academic practice, in reference to some contextual factors in Higher Education System in administrative sciences in the metropolitan area of the city of Queretaro. It was found that there is a relation between of digital competence and teaching training in ICT, as well as a direct relation of the use of ICT among teachers and students. This affects academic performance, showing that the innovative use of ICT has favorable effect on student academic practice.
e-Pedagogium, 2014
Contemporary times make every person, including an academic teacher, face challenges concerning the application of modern media tools in professional work, especially the use of the Internet to increase the effectiveness and the quality of his/her professional activity. The author draws attention to the necessity of a significant change in the system of academic education to help academic teachers handle modern teaching requirements. Teaching at the university level should take into account state-of-the-art tools of the teaching technology supporting the student's general development, his/ her information technology skills as well as the formation of innovative and creative attitudes, preparing them to many new professional actions (including ICT).