Training of university teachers in Digital Competence: analysis with correlational and comparative research methods

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DOI

https://doi.org/10.25267/Hachetetepe.2022.i24.1101

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No. 24 (2022)
Monographic
1101
Published: 06-12-2021
PlumX
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Europe PMC

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Abstract

The global crisis caused by the current COVID19 pandemic has placed the distance teaching-learning process at the centre of educational practices at all educational stages, making clear the importance of training university teaching staff in digital competences. Given this approach, the purpose of this study is to analyse the use of ICT resources focused on teaching, learning and research tasks by Spanish Higher Education teaching staff according to gender, as well as the influence of certain academic variables on the use of these technological resources through correlational analysis. To this end, a non-experimental design with the UTIC-EEI instrument (use of ICT resources for teaching, assessment and research) was used with a sample of 867 university teachers. The results show a moderate level of mastery of digital tools and resources for teaching, assessment and research. These results require reflection on the part of educational organisations in order to establish training plans that meet these needs. For this reason, several lines of action related to teacher training with not only technical but also pedagogical content are proposed.

Keywords

Digital competence Google Schoolar
University teaching staff Google Schoolar
Teacher training Google Schoolar
ICT resources Google Schoolar

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Supporting Agencies  

This research was funded by the Junta de Andalucía (Consejería de Economía y Conocimiento), Diseño, producción y evaluación de t-MOOC para la adquisición de competencias digitales del profesorado universitario, project reference number US-1260616.

How to Cite

Guillén-Gámez, F. D., Ruiz-Palmero, J., Palacios Rodríguez, A., & Martín-Párraga, L. (2021). Training of university teachers in Digital Competence: analysis with correlational and comparative research methods. Hachetetepé. Scientific Journal of Education and Communication, (24), 1101. https://doi.org/10.25267/Hachetetepe.2022.i24.1101

Author Biographies

Francisco D. Guillén-Gámez, Universidad de Córdoba

Doctor in the "Law and Society" program from UDIMA. Master's Degree in Education and New Technologies from UDIMA, University Master's Degree in Research in Education from the Complutense University of Madrid. Professor at the University of Almería in the Department of Didactics and School Organization. In the scientific field, he has participated in research and teaching innovation projects. He has published more than 20 articles in impact magazines JCR and SJR focused on ICT and digital competence.

Julio Ruiz-Palmero, Universidad de Málaga

PhD in Educational Technology at the University of Málaga (Award Extraordinary), Master in New Technologies Applied to Education, University Expert Training in Virtual Environments and Bachelor Math. Professor of Educational Technology at the University of Málaga. Team Member InnoEduca research group, EDUTEC (Association for Development of Educational Technology and New Technologies applied to education) and RUTE (University Network Technology educational). Director of various Degrees from the University of Málaga related with the implementation of ICT in teaching. Evaluator of the National Evaluation and Foresight Agency (ANEP) of Ministry of Science and Innovation. Belongs to Scientific Committees and reviewer for different scientific journals in Technology educational. Has participated in different doctoral programs, in Europe and in Latin Americain the same way has been involved in Research and Innovation Projects I+d+i responsible researcher and participant. Currently directs the Professorship of Educational Technology at the University of Málaga, among whose objectives include the investigation, the innovation and the impact of ICT in education in particular and society in general.

Antonio Palacios Rodríguez, Universidad de Sevilla

Graduated in Primary Education from the University of Seville. He has also completed the University Master's Degree in Management, Evaluation and Quality of Training Institutions. He is a member of the Didactic Research Group (GID-HUM 390): Technological and qualitative analysis. He currently works as a FPU Predoctoral Contractor in the Department of Didactics and Educational Organization of the Faculty of Educational Sciences, University of Seville. His teaching and research experience is related to Educational Technology and teacher training.

Lorena Martín-Párraga, Universidad de Sevilla

Graduated in Pedagogy from the University of Seville. She has also completed the University Master's Degree in Management, Evaluation and Quality of Training Institutions. She collaborates with the Didactic Research Group (GID-HUM 390): Technological and qualitative analysis. She is an Honorary Assistant in the Faculty of Educational Sciences. She is currently pursuing her doctoral studies in Education at the Department of Didactics and Educational Organization of the Faculty of Educational Sciences, University of Seville.

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Copyright (c) 2021 Francisco D. Guillén-Gámez, Julio Ruiz-Palmero, Antonio Palacios Rodríguez, Lorena Martín-Párraga

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