Fernández-Batanero José María, Cabero-Almenara Julio, Román-Graván Pedro, Palacios-Rodríguez Antonio
University of Seville, Seville, Spain.
Faculty of Education Sciences, Department of Didactics and Educational Organization, University of Seville, 41013 Seville, Spain.
Educ Inf Technol (Dordr). 2022;27(7):9015-9029. doi: 10.1007/s10639-022-10965-1. Epub 2022 Mar 21.
The integration of Information and Communication Technologies (ICT) in the context of higher education and in the framework of an education in equality and equity requires a competent teaching staff both from a technological and pedagogical point of view. In this context, and with the aim of going deeper into one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of university teaching staff in the faculties of education in Spain with regard to the use of ICT to support people with disabilities. A cross-sectional research design with a descriptive and predictive approach was used, in which the sample consisted of 2072 university teachers. An ad-hoc questionnaire was used as a data collection instrument. The results revealed the low level of competences of teachers regarding the use of ICT with students with disabilities, where gender and age variables are not relevant to predict the level of digital competence. In this sense, the establishment of specific plans for teacher training and advice on the use of technologies that can help people with disabilities is discussed.
在高等教育背景下以及平等和公平教育框架内，信息通信技术（ICT）的整合需要一支在技术和教学方面都称职的教师队伍。在此背景下，为了更深入探讨这些理论前提之一，本研究旨在确定西班牙教育学院大学教师在使用信息通信技术支持残疾人方面的培训程度和技术知识水平。采用了具有描述性和预测性方法的横断面研究设计，样本包括2072名大学教师。使用了一份专门设计的问卷作为数据收集工具。结果显示，教师在使用信息通信技术帮助残疾学生方面的能力水平较低，其中性别和年龄变量与预测数字能力水平无关。从这个意义上讲，讨论了制定教师培训具体计划以及提供有关有助于残疾人的技术使用建议的问题。
