Perception of Teachers on Collaborative Tools Knowledge Level Mediated by ICT and Their Experience with Students

Authors

  • Rosalba Acosta Corporan University of Salamanca
  • Jorge Joo Nagata University of Educational Sciences (Santiago de Chile)
  • Antonio Víctor Martín García University of Salamanca
  • Azucena Hernández Martín University of Salamanca

DOI:

https://doi.org/10.3991/ijet.v15i11.13121

Keywords:

collaborative learning, teaching competences, teaching role, technological programs, student satisfaction

Abstract


In 21st century, competencies mediated with ICT are key for development at the educational area. This is the reason why this research aims to assess perception on level of competences of secondary school teachers on technological tools to promote collaborative work methodologies with their students and determine if said level has influence on the implementation of these experiences. Design implies a mixed model based on the application of a questionnaire divided in three parts: demographic aspects, level of knowledge on collaborative tools and experiences on collaborative work with students. Sample (n=542) corresponds to secondary education teachers from Dominican Republic. In analysis, nonparametric tests and categorizations were used. Results suggest that teachers require of a better formation on collaborative methodologies and tools mediated by ICT and, additionally, results indicate that there is a digital gap between male and female teachers, as the first group had more advantages.

Author Biographies

Rosalba Acosta Corporan, University of Salamanca

Lic. in Education, mention Social Sciences, Autonomous University of Santo Domingo (UASD); Lic. In pedagogy University of Salamanca (USAL); ICT Master in Education, University of Salamanca (USAL) and PhD student in the Training in the Knowledge Society program of the University of Salamanca (USAL). It belongs to the research group of the Research Group in InterAction and eLearning (GRIAL) of the USAL.

Jorge Joo Nagata, University of Educational Sciences (Santiago de Chile)

PhD of the Program on Education in the Knowledge Society University of Salamanca. Now, he has working as professor in University of Educational Sciences (Santiago de Chile).  He has published more than 10 numbers of papers in international journals and presented many conferences. His research interests are technologies applied to the study of the territory, GIS and geomatics tools in educational contexts.

Antonio Víctor Martín García, University of Salamanca

Professor, Ph.D. at the University of Salamanca (Spain). Member of the Group "Educational Processes, Spaces and Practices". Director of the Official Master "Advanced Studies of Education in the Global Society" of USAL. Extraordinary Doctorate Award in 1992. He is the author and / or co-author of several books, all of them focused from the perspective of adult education and educational gerontology, blended-learning and social pedagogy. Member of the Editorial Committee of several journals of scientific journals and reviewer / evaluator of other journals.

Azucena Hernández Martín, University of Salamanca

Professor Ph.D. at the University of Salamanca (USAL). Professor in the degrees of Pedagogy and Social Education at the USAL, and also of master's ICT in Education, forming part of its academic and quality commission. Specialist in teacher training, especially in content related to models and strategies for teacher training and professional development; as well as in the subject of the curricular integration of the TIC. She works for the Department of Didactics, Organization and Research Methods and is Vice Dean of Student Mobility (USAL). She has published more than 40 numbers of papers in international journals and presented many conferences.

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Published

2020-06-12

How to Cite

Acosta Corporan, R., Joo Nagata, J., Martín García, A. V., & Hernández Martín, A. (2020). Perception of Teachers on Collaborative Tools Knowledge Level Mediated by ICT and Their Experience with Students. International Journal of Emerging Technologies in Learning (iJET), 15(11), pp. 137–161. https://doi.org/10.3991/ijet.v15i11.13121

Issue

Vol. 15 No. 11 (2020)

Section

Papers