Thesis
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Item Evaluation of Pre-service and In-service Teachers´ Digital Competence in Anhui Province, China(Programa de Doctorado Formación en la Sociedad del Conocimiento, 2023-05-22) Yang, L.With the integration of technologies in education, every country has proposed technology development plans in the educational field and increased investment. China has fully realized that ICT has played a significant role in promoting future educational development and has determined the status of technology development for education from a national strategy. Therefore, it has created great changes in the teachers´ teaching and learning environments. This changing process in education is creating and will continue to create new challenges for teachers' working methods in pedagogical, didactic, and administrative contexts and their specialized knowledge and basic skills. The teacher is the key element in the whole educational process, particularly in educational action for transformation and improvement of education in fostering students' digital skills, specialized knowledge, and basic skills. Under these circumstances, the digital competence of teachers has received world attention that requires developing learning skills and receiving knowledge from various sources available in modern society, producing new demands for understanding and using digital learning opportunities in the educational field. Serval concepts have been used to describe the teachers´ use of ICT, such as teachers´ information literacy, teachers´ digital literacy, teachers´ ICT skills, teachers´ information technology skills, teachers´ ICT competency, and teachers´ digital competence. There is a close connection between these commonly used concepts. However, based on the definition of digital competence, we concluded that digital competence is a boundary concept underpinned by digital literacy, media literacy, information, and data literacy. Hence, the concept of digital competence is used for describing the use of ICT in the present study because it offers a more comprehensive view of the use of technology. Many nations and organizations have set considerable demands concerning teachers´ digital competence, and the theoretical framework related to teachers´ digital competence has been launched. This study provides a comprehensive overview of the six main national and international frameworks published. There are various Europe-supported frameworks, one China-supported framework, one United States-supported framework, two UNESCO-supported frameworks, as well as A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 of the Sustainable Development Goals. There is an overview of efforts and challenges on teachers' digital competence in China, which provides the starting points for a subject of reflection and analysis of the Chinese teachers' digital competence status. The overview mainly focuses on the main terms used to talk about teachers' use of technology for teaching and learning, the main purposes of the previous studies related to the digital competence of teachers, the main characteristics of the research methods, and the main proposals made to improve the digital competence. This study proposed a diagnostic evaluation from a quantitative paradigm, which used a non-experimental-cross-sectional design. Thus, an ex-post-facto methodology based on survey studies was implemented to assess and analyze Chinese pre-service and in-service teachers' perception of digital competence in Anhui province. Moreover, this quantitative study explores the relationship between sociodemographic factors (age, educational degree level, ICT courses, years of teaching experience) and their digital competence level. The results of this study firstly demonstrated that both pre-service and in-service teachers in Anhui province have an excellent perception of digital competence in the three measured areas. Secondly, factors such as age, years of teaching, and educational background influence pre-and in-service teachers’ digital competence. Finally, our primary recommendation for improving Chinese teachers´ digital competence is teachers’ training. After the theoretical support for pre-service and in-service K-12 teacher training was investigated, the training program was designed. Five clear strategies on excellence or best practice for teacher training integrated approach to improving Chinese teacher training: 1). teacher educators as role models; 2). scaffolding of authentic technology experiences; 3). learning instructional design with technology; 4). the reflection on the role of technology in education; and 5). the training modality. The 3rd edition of the UNESCO ICT Competency Framework for Teachers was selected as the framework used. The training program is divided into five training modules depending on the different levels of digital competence of the population. The formative assessment with 12 practices was designed for the training program, as well as the summative assessment.Item University Teachers and Students’ Digital Competence: A Case Study of Gansu Agricultural University in China(Grupo GRIAL, 2022-06-23) Zhao, Y.Living today in the knowledge society allows us to be aware of the changes in the structure of society, the connections between countries and the acquisition of knowledge, as well as the ever-growing technological development and penetration into every aspect of our life. The outbreak of the new coronavirus (COVID-19) has further propelled the revolution in education. The educational model has changed and with it comes a variety of challenges. Teachers and students are required to be equipped with adequate digital competence and the ability to use information and communication technologies (ICTs) and the Internet proficiently, especially in higher education. Consequently, the gap of digital competence is widened, not only between developed and developing countries, but also within the same country due to the imbalance of economic growth, such as the huge gap between the east and west of China. It is of great necessity to enhance the digital competence to better meet the challenges, to narrow the digital gap and to adapt to this knowledge society as well as to the new learning environment. The main purposes of this thesis are: firstly, to present the definition of digital competence in the higher education, to indicate the dimensions commonly used to assess university teachers and students’ digital competence, to determine the state of research in this field, and to identify the areas for further research through a systematic literature review and a mapping study. Secondly, to carry out an empirical study on university teachers and students at Gansu Agricultural University in the west of China. For in-service university teachers, the focus was on the exploration of their digital competence, the use of ICTs and their attitudes towards the use of ICTs in education. For university students, especially for those freshmen and senior students, the emphasis was placed on students’ digital competence and their attitudes towards ICTs; and their availability of technological resources, their potential for digital competence, and previous training related to ICTs and digital competence were covered as well. Moreover, the factors influencing digital competence were examined to determine its development needs.Item Design of a Technology adoption model to assess the acceptance of mobile technologies among Primary Education teachers(Grupo GRIAL, 2018-12-14) Sánchez-Prieto, J. C.Mobile devices constitute one of the technologies that have experienced a greater popularity explosion in the past few years, having been consolidated as one of the most used technologies in day-to-day activities for people from all social backgrounds. This fast expansion has prompted the interest of a growing number of fields in the potential advantages derived from the use of these devices. The field of education is no exception, and it has coined the term mobile learning (or mLearning) to group all initiatives seeking to take advantage of these technologies. Although the first mobile learning experiences were primarily developed in the informal and non-formal education fields, we have seen a growing number of initiatives implemented in formal education contexts. This phenomenon has been promoted in the last decade by the appearance and fast development of two devices, smartphones and tablets, which have fostered its inherent advantages and helped it overcome its main shortcomings. The most notable advantages of the use of mobile devices in formal education processes are the adaptation of contents to the educational needs of students, the ability to integrate multimedia resources, the ability to facilitate communication and interaction between all the educational agents, and the increased flexibility of the teaching-learning process, allowing us to break the barriers of the classroom for learning to happen anytime and anywhere. Consequently, today the integration of mobile technologies in the teaching methodologies of formal learning contexts constitutes a topic of growing concern, as is evidenced by the implementation of different initiatives by public administrations. However, this interest does not seem to be producing any results, and the policies developed by administration do not always bring about the desired methodological change. One of the key agents for the success of these initiatives are teachers, given that they have the last word over which methodologies they will employ in the classroom. Therefore, knowing the factors that condition their decision to use methodologies involving mobile technologies is essential for designing successful technology integration initiatives. However, the study of mobile technology acceptance on the part of teachers is still in an initial stage of exploration, and there are few studies focused on the topic. This thesis intends to contribute to the body of knowledge of this particular subject through the development of a technology adoption model based on the Technology Adoption Model by Davis (1989), which has been expanded with factors from other theories, and specifically designed to analyse the factors that condition the intention of primary education teachers to use mobile technologies. In order to develop this model, a series of studies were carried out in a sequential manner. Firstly, a systematic literature review was carried out together with a mapping study to determine the current state of research in this field, to establish the most adequate practices and to identify areas subject to study. Based on the results obtained, a first draft of the model was proposed and subjected to a content validation process by a group of experts. After the validation, and following the judges’ suggestions, three intermediate (or pre-pilot) studies were carried out with the model to detect any possible improvements to be made. These studies were conducted with pre-service teachers in their university education period, given the difficulty of accessing the study population and the similarity between both groups, which has been proven in previous studies on the matter. Additionally, aiming to acquire experience with the research methodology and data analysis using technology acceptance models, a research stay was made in the University of Macau under the supervision of Professor Timothy Teo, during which two studies reflecting the interests of both research groups were conducted. These studies were focused on the influence of teaching beliefs and cultural values in the technology acceptance of university professors. After the conclusion of these studies, a synthesis and critical revision of the model was carried out, and the appropriate aspects were modified. The result of this research is a model composed of nine constructs: subjective norm, perceived enjoyment, compatibility, self-efficacy, anxiety, facilitating conditions, perceived usefulness, perceived ease of use and behavioural intention, plus two dimensions from Hofstede’s cultural value theory (indulgence and individualism/collectivism) as moderating variables.Item Diseño de un modelo de adopción tecnológica para evaluar la aceptación de tecnologías móviles en el profesorado de primaria(Grupo GRIAL, 2018-12-14) Sánchez-Prieto, J. C.Los dispositivos móviles constituyen una de las tecnologías que ha experimentado una mayor explosión de popularidad en los últimos años, consolidándose como una de las tecnologías más frecuentemente utilizadas en la vida diaria de los individuos en todas las capas sociales. Esta rápida expansión ha provocado que cada vez sean más los campos que han mostrado interés en las ventajas potenciales derivadas del uso de estos dispositivos. El campo educativo no es una excepción, agrupando bajo el nombre de aprendizaje móvil a todas aquellas iniciativas que buscan sacar partido al uso didáctico de estas tecnologías. Aunque las primeras experiencias de aprendizaje móvil se desarrollaron principalmente en el ámbito educativo informal y no formal, con el tiempo ha ido aumentando el número de iniciativas desarrolladas en contextos de educación formal. Este fenómeno se ha visto impulsado en la última década por la aparición y rápido desarrollo de dos dispositivos, los smartphones y las tabletas digitales, que han potenciado sus ventajas inherentes y ayudado a superar sus principales limitaciones. De esta manera, entre las ventajas del uso de dispositivos móviles en procesos de educación formal destacan la adaptación del contenido a las necesidades educativas individualizadas de los discentes, la capacidad para la integración de recursos multimedia, la capacidad para facilitar la comunicación e interacción entre los distintos agentes educativos y la flexibilización del proceso de enseñanza-aprendizaje, lo que permite romper los límites del aula de manera que este se produzca en cualquier momento y cualquier lugar. En consecuencia, hoy en día la integración de tecnologías móviles en la metodología de enseñanza en contextos de educación formal constituye un tema de preocupación creciente, como evidencia la puesta en marcha de distintas iniciativas por parte de las administraciones públicas. Sin embargo, este interés no parece estar dando resultados, y las políticas desarrolladas por las administraciones no siempre conllevan el cambio metodológico deseado. Uno de los agentes fundamentales para el éxito de estas iniciativas son los docentes, dado que tienen la última palabra para emplear la metodología de enseñanza que consideren más oportuna. Por tanto, conocer los factores que condicionan su decisión de utilizar metodologías de aprendizaje móvil resulta fundamental a la hora de diseñar iniciativas de integración tecnológica exitosas. Sin embargo, el estudio de la aceptación de tecnologías móviles de los docentes se encuentra todavía en un estado inicial de exploración y son pocas las investigaciones centradas en esta materia. La presente tesis pretende contribuir al cuerpo de conocimiento de este objeto de investigación mediante el desarrollo de un modelo de adopción tecnológica basado en el Modelo de Aceptación Tecnológica de Davis (1989), expandido con factores procedentes de otras teorías, y específicamente diseñado para analizar los factores que condicionan la intención de utilizar tecnologías móviles de los maestros de primaria. Para desarrollar este modelo se ha llevado a cabo una serie de investigaciones de manera secuencial. En primer lugar, se realizó una revisión sistemática de la literatura y un estudio de mapping para determinar el estado de la investigación en este campo, establecer cuáles son las prácticas más adecuadas e identificar áreas susceptibles de ser investigadas. En función de los resultados obtenidos en la revisión se elaboró la primera propuesta del modelo, la cual fue sometida a un proceso de validación de contenido por parte un grupo de expertos. Tras esta validación, a sugerencia de los jueces, se realizaron tres estudios intermedios, o pre-piloto, con versiones reducidas del modelo con la intención de detectar posibles mejoras a realizar en el modelo. Estos estudios se llevaron a cabo empleando maestros en su periodo de formación universitaria, teniendo en cuenta la dificultad de acceso a la población objeto de estudio y la similitud de ambos grupos, contrastada en estudios previos sobre la temática. Adicionalmente, con el objetivo de adquirir experiencia con la metodología de investigación y análisis empleando modelos de aceptación, se realizó una estancia de investigación en la Universidad de Macao bajo la dirección del profesor Timothy Teo, durante la que se desarrollaron dos estudios, aunando los intereses de ambos grupos de investigadores, centradas en la influencia de las creencias docentes y los valores culturales en la aceptación tecnológica de los docentes universitarios. ras realizar estos estudios, se llevó a cabo una síntesis y revisión crítica del modelo propuesto modificando los aspectos oportunos. El resultado de esta investigación es un modelo compuesto por nueve constructos: norma subjetiva, entretenimiento percibido, compatibilidad, autoeficacia, ansiedad móvil, condiciones facilitantes, utilidad percibida, facilidad de uso percibida e intención conductual, además de dos dimensiones procedentes de la teoría de los valores culturales de Hofstede (indulgencia e individualismo/colectivismo) como variables moderadoras.