University of Alicante (SPAIN)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 7044-7049
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.1512
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
The demands on education are even more urgent since social progress depends mainly on it. The conviction that education must be linked to the use of new technologies is becoming more and more entrenched. Studies carried out in recent years demonstrate this. More and more information and communication technologies (ICT), especially in applications for mobile devices, have increased their use, and more and more teachers are modifying their teaching procedures to implement them in the process of learning [1]. For this reason, its evaluation in the area of chemical sciences is exciting since its assimilation and application would lead to the incorporation of knowledge and the development of skills and habits to face the trend demands in the academic and educational context. For these reasons, this work aims to analyze the situation, and use mobile applications in the university setting applied in the field of chemistry, evaluating its current situation and its implementation throughout the university career of science students.

This research seeks to evaluate ICT's current situation in the teaching-learning process in higher education, seeking its points of improvement after the results of the study, since it would favor the advancement of productive training environments that help student interaction and teachers. With the use of these technologies, instructional actions can be carried out personally and autonomously with the help of ICT. Therefore, it is intended to know the number of students who may contact these new technologies that favor the teaching-learning process. For this, surveys have been prepared and distributed among the students of different courses, different grades always related to chemistry. After their analysis, these surveys have revealed the current knowledge that students have about these technologies—addressing key aspects such as the role of the teacher during the different stages of teaching, their motivation to approach the subject or the methodology, the communication relationship between the teacher and the students or the feedback in the evaluation.

These results are aimed at covering the new needs and expectations of the great technological revolution that humanity is facing. After this work, it is concluded that these technologies in the educational field are highly valued by students and contribute indiscriminately to facilitating the work of the teacher, the student, and all those involved in the teaching-learning process. However, it has been detected that a more excellent knowledge of the teachers of this potential technology is needed to achieve a complete digital literacy, better management of the methodology, and involvement of the educational centers related to the teaching in chemistry. Therefore, the incorporation of ICT in teacher training is necessary to enhance student learning, but for their training as a palliative emergency of the new current challenges in this field. The incorporation of ICT in the area of chemistry, or any area of knowledge has shown that it has a tremendous positive impact on higher education.
ICT, mobile applications, chemistry, digital literacy.