Latorre-Cosculluela Cecilia, Sierra-Sánchez Verónica, Rivera-Torres Pilar, Liesa-Orús Marta
Department of Educational Sciencies, University of Zaragoza, 22003 Huesca, Spain.
Department of Marketing and Market Research, University of Zaragoza, 50005, Zaragoza, Spain.
J Comput High Educ. 2023 Jan 24:1-18. doi: 10.1007/s12528-023-09357-2.
Digital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals' behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching-learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom.
数字能力被认为是21世纪教育中的一项关键学习成果。在这种背景下，研究强调了这样一个事实，即教师对信息通信技术（ICTs）不同方面的认知会影响这些专业人员对这些学习资源的行为。同样，本研究旨在分析与大学教师对ICTs满足学生不同需求的能力的认知、对这些工具的感知效能和态度以及最后对其使用的积极行为相关的一系列维度之间存在的影响。为此，来自西班牙教育系统的345名大学教师填写了一份在线问卷。结构方程模型的应用强调了这样一个事实，即ICTs在大学课堂中满足学生不同需求的能力及其在教学过程中的感知效能，都对支持将其纳入课堂的态度产生积极影响。反过来，这些态度也对使用ICT资源的积极行为产生显著影响。此外，还发现各种中介效应会影响积极行为。所有这些都引发了关于这些结果的影响的讨论，以鼓励对大学教师进行ICT知识和管理方面的培训。增强对ICTs作为满足不同需求的有效工具的信心，可能会极大地促进积极的态度和行为，从而使这些资源被积极整合到课堂中。
