Conocimientos y usos pedagógicos de las tecnologías de la información y comunicación por parte de docentes universitarios
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
El presente estudio tuvo como objetivo identificar el nivel de conocimiento de las Tecnologías de la Información y la Comunicación (TIC) que tienen los docentes universitarios de una Escuela Profesional de Odontología y describir los usos pedagógicos que les dan en su práctica académica. Se usó un método de investigación mixto, con un diseño secuencial explicativo. En primer lugar, se aplicó un cuestionario previamente validado a 68 docentes, para medir sus conocimientos y usos de las TIC. Después, por medio de entrevistas semi-estructuradas a un grupo menor de docentes, se obtuvieron las percepciones y opiniones más relevantes que sirvieron para comprender los hallazgos obtenidos en la primera fase.
Los resultados indican que la mayoría de los docentes alcanzaron el nivel 1 de conocimientos en TIC (63,2%), que corresponde a las competencias básicas que fundamentan su uso. Solo se encontró una relación estadísticamente significativa entre el nivel de conocimientos en TIC y la edad, ya que los docentes menores de 50 años presentaron mejores resultados. Aunque el 66,2% afirma usar las TIC más de 2 veces por semana en sus labores académicas, su uso se limita a registrar la asistencia y las notas en la plataforma educativa, preparar y presentar contenidos en las sesiones de aprendizaje, buscar información científica y comunicarse con los alumnos. Entre las limitaciones que refieren los docentes para el uso pedagógico de las TIC se encuentran el escaso acceso a los equipos y recursos tecnológicos en el campus y la insuficiente capacitación en herramientas digitales y su aplicación a los procesos educativos.
The aim of this study was to identify the knowledge level of Information and Communication Technologies (ICT) in university teachers from a Professional School of Dentistry and describe the pedagogical uses in the academic practice. A mixed research method was used with an explanatory sequential design. First, a previously validated questionnaire was applied to 68 teachers to measure their knowledge and uses of ICT. Then, through semi-structured interviews with a smaller group of teachers, they were obtained the most relevant perceptions and opinions that serve to understand the findings obtained in the first phase. The results indicate that the majority of teachers reached level 1 of ICT knowledge (63.2%), which corresponds to the basic competencies that support its use. Only a statistically significant relationship was found between the level of knowledge in ICT and age, as teachers under 50 showed better results. Although 66.2% of teachers use ICT more than twice a week in their academic work, this use is limited to recording attendance and notes in the educational platform, preparing and presenting contents in class sessions, looking for scientific information and communicate with students. Among the limitations that teachers refer about ICT pedagogical use are the lack of access to equipment and technological resources on campus and insufficient training in digital tools and their application to educational processes.
The aim of this study was to identify the knowledge level of Information and Communication Technologies (ICT) in university teachers from a Professional School of Dentistry and describe the pedagogical uses in the academic practice. A mixed research method was used with an explanatory sequential design. First, a previously validated questionnaire was applied to 68 teachers to measure their knowledge and uses of ICT. Then, through semi-structured interviews with a smaller group of teachers, they were obtained the most relevant perceptions and opinions that serve to understand the findings obtained in the first phase. The results indicate that the majority of teachers reached level 1 of ICT knowledge (63.2%), which corresponds to the basic competencies that support its use. Only a statistically significant relationship was found between the level of knowledge in ICT and age, as teachers under 50 showed better results. Although 66.2% of teachers use ICT more than twice a week in their academic work, this use is limited to recording attendance and notes in the educational platform, preparing and presenting contents in class sessions, looking for scientific information and communicate with students. Among the limitations that teachers refer about ICT pedagogical use are the lack of access to equipment and technological resources on campus and insufficient training in digital tools and their application to educational processes.
Descripción
Palabras clave
Tecnología educativa, Tecnología de la información, Educación superior, Enseñanza universitaria, Enseñanza, Educación
Citación
Echeverri, L. (2018). Conocimientos y usos pedagógicos de las tecnologías de la información y comunicación por parte de docentes universitarios [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/1918