Universidad de Extremadura (SPAIN)
About this paper:
Appears in: INTED2012 Proceedings
Publication year: 2012
Pages: 141-149
ISBN: 978-84-615-5563-5
ISSN: 2340-1079
Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain
Throughout life there are a series of changes that make us adapt to our environment and its innovations. We can find personal, economic, social, ideological, political changes... but they all have to improve what we have so far. These changes can be studied in isolation or together. Adjusting to the initial teacher training and competition in relation to digital, we must say that current society is taking the development of new forms of information and media. There are many lecturers who use technology resources to conduct their classes. This involves acquiring a specific skill set for professional, educational and personal use, related to the subject matter which is going to be developed... but all in keeping with ICT. These can be found in four different scenarios at the same time and they will clarify the use of the same education (scenarios for the study, for teaching, for interaction and training). They collect the possible situations where we can carry out and develop a multimedia, interactive learning through ICT. Therefore pursue digital literacy around the resources we have and making it necessary to incorporate methodological tools adapted to the current demand and to achieve broader educational experiences, especially in situations of time-space distance. Our goal in this paper is to understand how academics use digital learning resources and what the purpose for which they are employed is. The sample consisted of 336 students of the Faculty of Education at the University of Extremadura. The instrument for data collection is a designed questionnaire. The results reveal that more than half of respondents said that teachers often use ICT in their classroom. From the relational point of view, the use of digital tools is presented as mediators of the teaching-learning process leading to a closer relationship between teachers and students. Also 80% of respondents believe that the use of these methods reduces the volume of work of teachers. According to students, teachers make use of ICT in the classroom is limited to file uploads to a virtual platform or as a means of presenting information. There are divided opinions about the impact caused by technological resources in education, since 45% think it has quite an impact and the opinion of 46% of the students is that the impact is minor. The results show that more than half of respondents said that teachers often use these resources in your classroom, ranging from "always" (20%) and "sometimes" (40%).
Digital literacy, digital competence, Higher Education, ICT.