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Appears in:
Pages: 9968-9979
Publication year: 2020
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.2260

Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference

DO ICT TOOLS AFFECT HOMOGENEOUSLY IN HIGHER EDUCATION STUDENTS?

In recent years, the different multimedia resources and ICT tools incorporated in higher education have provided many advantages and benefits in the teaching-learning process. Furthermore, the use of mobile devices (tablets, smartphones or laptops) has facilitated the implementation of different educational strategies in the classroom supported by multiple interactive resources. These educational applications more focused on Blended-Learning have made it possible to improve and, at the same time, accelerate the learning process. This development justifies the efforts aimed at evaluating the impact of these technologies and the pedagogical approaches supported by them in the educational field. In other words, are these ICT tools really effective? What is the students' impression when they use these technologies? These issues are addressed throughout this document.

The pedagogical approach used in the subjects has been Flipped Teaching. In turn, this strategy has been complemented by other active methodologies such as Game-based Learning (GbL), novel techniques such as Just-in-Time Teaching (JiTT) and different ICT tools. Thus the model tested here is a comprehensive approach that combines direct student instruction (master class) with more constructivist methods. However, these new teaching strategies require the teacher to prepare a careful selection of digital material, or in other formats, along with various guided-activities so that students can carry them out before attending the classroom. In this way, the use of multimedia resources and ICT tools, inside and outside the classroom, is also essential. In this experience, the interactive ICT tools used as learning support are free or open-source. Thus, for the development of the in-class activities, different techniques were used, such as resolution questionnaires (test questions); problem-solving and short step-by-step questions; interactive Q&A (by Socrative, Kahoot, Quizizz or Plickers applications), educational games (EducaPlay and Trivinet) and small theory-pills (YouTube videos and EDpuzzle). Moodle has also been used as a Learning Management System (LMS), a platform where students have access to documents, files and multimedia resources. In addition, this platform allows us to manage the delivery of the different academic tasks of the students. Sometimes these activities are complemented by seminars, conferences and webinar (through Google Meet). All these activities are carried out synchronously and sequentially with theory, laboratory activities, seminars and academic tasks. It is the result of the implementation of the BYOD model (Bring Your Own Device). Now, to verify the success of the method, the teacher needs good feedback on the use of these ICT tools, as well as their acceptance by the students. Thus, in order to analyze the impact of ICTs in the classroom and know about student satisfaction with their correct implementation, an opinion survey was developed using the Google Form application. Some of the indicators used as metrics are ease of use, importance in learning, its usefulness inside and outside the classroom, their effectiveness and efficiency, etc.

The objective of this work has been to analyze the perception of the students and at the same time observe the incidence of the different ICTs used in higher education. From the results obtained, it seems that there is a certain dispersion between the different groups in relation to the influence of ICT tools.
@InProceedings{ARTALSEVIL2020DOI,
author = {Artal-Sevil, J.S. and Gargallo-Castel, A. and Valero-Gracia, M.S.},
title = {DO ICT TOOLS AFFECT HOMOGENEOUSLY IN HIGHER EDUCATION STUDENTS?},
series = {13th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2020 Proceedings},
isbn = {978-84-09-24232-0},
issn = {2340-1095},
doi = {10.21125/iceri.2020.2260},
url = {http://dx.doi.org/10.21125/iceri.2020.2260},
publisher = {IATED},
location = {Online Conference},
month = {9-10 November, 2020},
year = {2020},
pages = {9968-9979}}
TY - CONF
AU - J.S. Artal-Sevil AU - A. Gargallo-Castel AU - M.S. Valero-Gracia
TI - DO ICT TOOLS AFFECT HOMOGENEOUSLY IN HIGHER EDUCATION STUDENTS?
SN - 978-84-09-24232-0/2340-1095
DO - 10.21125/iceri.2020.2260
PY - 2020
Y1 - 9-10 November, 2020
CI - Online Conference
JO - 13th annual International Conference of Education, Research and Innovation
JA - ICERI2020 Proceedings
SP - 9968
EP - 9979
ER -
J.S. Artal-Sevil, A. Gargallo-Castel, M.S. Valero-Gracia (2020) DO ICT TOOLS AFFECT HOMOGENEOUSLY IN HIGHER EDUCATION STUDENTS?, ICERI2020 Proceedings, pp. 9968-9979.
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