- -

Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia

Mostrar el registro completo del ítem

Chamorro Mera, A.; Miranda González, FJ.; Pérez Mayo, J.; Vega Gómez, FI. (2022). Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia. REDU. Revista de Docencia Universitaria. 20(2):181-197. https://doi.org/10.4995/redu.2022.18663

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/191238

Ficheros en el ítem

Thumbnail
Nombre: ChamorroMirandaPerez ...
Tamaño: 665.0Kb
Formato: PDF
Descripción: Versión editorial
Abrir/Preview

Metadatos del ítem

Título: Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia
Otro titulo: Web 2.0 teaching tools: the Covid-19 effect among university teachers in Spain and Italy
Autor: Chamorro Mera, Antonio Miranda González, Francisco Javier Pérez Mayo, Jesús Vega Gómez, Francisco I.
Fecha difusión:
Resumen:
[EN] The COVID-19 pandemic has forced some instructors to delve more deeply into the use of Web 2.0 based teaching tools and others to start using them for the first time. This article presents the results of a survey in ...[+]


[ES] La pandemia por el virus COVID-19 ha obligado a muchos docentes universitarios a iniciarse en el uso de herramientas docentes basadas en la Web 2.0. A través de una encuesta, en la que han participado 1.344 profesores ...[+]
Palabras clave: Web 2.0 , Educational technology , Covid-19 , Teaching tools , Institutions of higher education , Tecnología de la educación , Herramientas docentes , Instituciones de enseñanza superior
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
REDU. Revista de Docencia Universitaria. (eissn: 1887-4592 )
DOI: 10.4995/redu.2022.18663
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/redu.2022.18663
Tipo: Artículo

References

Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t

Aslan, A., Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359-37. https://doi.org/10.21890/ijres.81048

Backfisch, I., Lachner, A., Hische, C., Loose, F., Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300 [+]
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t

Aslan, A., Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359-37. https://doi.org/10.21890/ijres.81048

Backfisch, I., Lachner, A., Hische, C., Loose, F., Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300

Batsila, M., Vavougios, D., Tsihouridis, C., Ioannidis, G.S. (2014). Teachers’ attitudes towards the use of Web 2.0 tools in educational practice—A critical approach. In 2014 International Conference on Interactive Collaborative Learning (ICL) (pp. 464-472). Dubai. https://doi.org/10.1109/ICL.2014.7017817

Bennett, L. (2014). Putting in more: emotional work in adopting online tools in teaching and learning practices. Teaching in Higher Education, 19(8), 919-930. https://doi.org/10.1080/13562517.2014.934343

Buabeng-Andoh, C., Yaokumah, W., Tarhini, A. (2019). Investigating students’ intentions to use ICT: A comparison of theoretical models. Education and Information Technologies, 24(1), 643–660. https://doi.org/10.1007/s10639-018-9796-1

Butler, J.W. (2012). Grappling with change: Web 2.0 and teacher educators. In Developing technology-rich teacher education programs: Key issues (pp. 135-150). Hersey. IGI Global. https://doi.org/10.4018/978-1-4666-0014-0.ch010

Carril, P.C.M., Sanmamed, M.G., Abeledo, E.J.F. (2011). Competencias tecnológicas del profesorado universitario. Análisis de su formación en ofimática. Educación XX1, 14(2). https://doi.org/10.5944/educxx1.14.2.249

Elkaseh, A.M., Wong, K.W., Fung, C.C. (2016). Perceived ease of use and perceived usefulness of social media for e-learning in Libyan higher education: A structural equation modeling analysis. International Journal of Information and Education Technology, 6(3), 192. https://doi.org/10.7763/ijiet.2016.v6.683

González Robles, R., Polanco Bueno, R., Peñalosa Castro, E. (2021). Desarrollo de una escala de actitudes hacia el uso de las Tecnologías de la información y la Comunicación (TIC) en la actividad docente. Revista de la Educación Superior, 197, vol. 50, 97-116. https://doi.org/10.36857/resu.2021.197.1581

Habibi, A., Mukminin, A., Pratama, R., Harja, H. (2019). Predicting factors affecting intention to use web 2.0 in learning: evidence from science education. Journal of Baltic Science Education, 18(4). https://doi.org/10.33225/jbse/19.18.595

Huang, F., Teo, T., Zhou, M. (2020). Chinese students’ intentions to use the Internet-based technology for learning. Educational Technology Research and Development, 68(1), 575–591. https://doi.org/10.1007/s11423-019-09695-y

Kompen, R.T., Edirisingha, P., Canaleta, X., Alsina, M., Monguet, J.M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206. https://doi.org/10.1016/j.tele.2018.10.003

Martín, A.H., de Arriba, J.M. (2017). Concepciones de los docentes no universitarios sobre el aprendizaje colaborativo con TIC. Educación XX1, 20(1), 185-208. https://doi.org/10.5944/educxx1.17508

Muhaimin, H., Mukminin, A., Pratama, R., Asrial, H. (2019). Predicting Factors Affecting Intention to use Web 2.0 in Learning: Evidence from Science Education. Journal of Baltic Science Education, 18(4), 595. https://doi.org/10.33225/jbse/19.18.595

Nikou, S.A., Economides, A.A. (2019). Factors that influence behavioral intention to use mobile-based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587–600. https://doi.org/10.1111/bjet.12609

Palmer, N., Schueths, A.M. (2013). Online teaching communities within sociology: A counter trend to the marketization of higher education. Teaching in Higher Education, 18(7), 809-820. https://doi.org/10.1080/13562517.2013.836097

Prasojo, L., Habibi, A., Mukminin, A., Sofyan, S., Indrayana, B., Anwar, K. (2020). Factors Influencing Intention to Use Web 2.0 in Indonesian Vocational High Schools. International Journal of Emerging Technologies in Learning, 15(5), 100-118. https://doi.org/10.3991/ijet.v15i05.10605

Rejón-Guardia, F., Polo-Peña, A.I., Maraver-Tarifa, G. (2019). The acceptance of a personal learning environment based on Google apps: the role of subjective norms and social image. Journal of Computing in Higher Education, 1–31. https://doi.org/10.1007/s12528-019-09206-1

Sadaf, A., Gezer, T. (2020). Exploring factors that influence teachers’ intentions to integrate digital literacy using the decomposed theory of planned behavior. Journal of Digital Learning in Teacher Education, 1–22. https://doi.org/10.1080/ 21532974.2020.1719244

Sadaf, A., Newby, T.J., Ertmer, P.A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937–945. https://doi.org/10.1016/j.compedu.2012.04.001

Sadaf, A., Newby, T.J., Ertmer, P.A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64. https://doi.org/10.1007/s11423-015-9410-9

Sugar, W., Crawley, F., Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology & Society, 7(4), 201-213.

Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(1), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006

Teo, T., Sang, G., Mei, B., Hoi, C.K.W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546. https://doi.org/10.1080/10494820.2018.1489290

Venkatesh, V., Rabah, J., Fusaro, M., Couture, A., Varela, W., Alexander, K. (2016). Factors impacting university instructors’ and students’ perceptions of course effectiveness and technology integration in the age of web 2.0. McGill Journal of Education/Revue Des Sciences de l’éducation de McGill, 51(1), 533–561. https://doi.org/10.7202/1037358ar

[-]

recommendations

 

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro completo del ítem