- -

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 sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: ChamorroMirandaPerez ...
Tamaño: 665.0Kb
Formato: PDF
Descripción: Versión editorial
Abrir
dc.contributor.author Chamorro Mera, Antonio es_ES
dc.contributor.author Miranda González, Francisco Javier es_ES
dc.contributor.author Pérez Mayo, Jesús es_ES
dc.contributor.author Vega Gómez, Francisco I. es_ES
dc.date.accessioned 2023-01-11T12:43:11Z
dc.date.available 2023-01-11T12:43:11Z
dc.date.issued 2022-12-31
dc.identifier.uri http://hdl.handle.net/10251/191238
dc.description.abstract [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 which 1,344 Spanish university professors and 3,930 Italian professors participated, from all fields of knowledge. The objective is to assess whether university professors perceive that the use of web 2.0 tools will increase in the coming years and thus alter the way they teach after the face-to-face classroom teaching system has been restored. The results show that the perception of change is fairly high and this perception depends mainly on psychographic characteristics, such as attitude, perceived usefulness, social norms, and affective commitment to teaching. Similarities and differences between the two samples of university professors are discussed. es_ES
dc.description.abstract [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 españoles y 3.930 profesores italianos de todos los campos de conocimiento, se ha evaluado si los docentes perciben que el uso de herramientas como las plataformas de videos, los blogs o las aplicaciones de trabajo colaborativo aumentará en los próximos años y modificará su forma de dar clases, aunque sea en un sistema de docencia presencial. Los resultados ponen de manifiesto que, en ambos países, la percepción del cambio es bastante alta y que esta percepción depende principalmente de características psicográficas del profesor, tales como la actitud, la utilidad percibida, la norma social y el compromiso afectivo con la docencia. Se comentan semejanzas y diferencias entre las dos muestras de profesores universitarios. es_ES
dc.language Español es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Web 2.0 es_ES
dc.subject Educational technology es_ES
dc.subject Covid-19 es_ES
dc.subject Teaching tools es_ES
dc.subject Institutions of higher education es_ES
dc.subject Tecnología de la educación es_ES
dc.subject Herramientas docentes es_ES
dc.subject Instituciones de enseñanza superior es_ES
dc.title Las herramientas docentes web 2.0: el efecto Covid-19 entre el profesorado universitario de España e Italia es_ES
dc.title.alternative Web 2.0 teaching tools: the Covid-19 effect among university teachers in Spain and Italy es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2022.18663
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation 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 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2022.18663 es_ES
dc.description.upvformatpinicio 181 es_ES
dc.description.upvformatpfin 197 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 20 es_ES
dc.description.issue 2 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\18663 es_ES
dc.description.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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references Sugar, W., Crawley, F., Fine, B. (2004). Examining teachers’ decisions to adopt new technology. Educational Technology & Society, 7(4), 201-213. es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES
dc.description.references 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 es_ES


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

Mostrar el registro sencillo del ítem