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The educational integration of digital technologies preCovid-19: Lessons for teacher education
The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more ju...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Public Library of Science
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8375994/ https://www.ncbi.nlm.nih.gov/pubmed/34411161 http://dx.doi.org/10.1371/journal.pone.0256283 |
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author | Valverde-Berrocoso, Jesús Fernández-Sánchez, María Rosa Revuelta Dominguez, Francisco Ignacio Sosa-Díaz, María José |
author_facet | Valverde-Berrocoso, Jesús Fernández-Sánchez, María Rosa Revuelta Dominguez, Francisco Ignacio Sosa-Díaz, María José |
author_sort | Valverde-Berrocoso, Jesús |
collection | PubMed |
description | The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime. |
format | Online Article Text |
id | pubmed-8375994 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-83759942021-08-20 The educational integration of digital technologies preCovid-19: Lessons for teacher education Valverde-Berrocoso, Jesús Fernández-Sánchez, María Rosa Revuelta Dominguez, Francisco Ignacio Sosa-Díaz, María José PLoS One Research Article The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime. Public Library of Science 2021-08-19 /pmc/articles/PMC8375994/ /pubmed/34411161 http://dx.doi.org/10.1371/journal.pone.0256283 Text en © 2021 Valverde-Berrocoso et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Valverde-Berrocoso, Jesús Fernández-Sánchez, María Rosa Revuelta Dominguez, Francisco Ignacio Sosa-Díaz, María José The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title | The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title_full | The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title_fullStr | The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title_full_unstemmed | The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title_short | The educational integration of digital technologies preCovid-19: Lessons for teacher education |
title_sort | educational integration of digital technologies precovid-19: lessons for teacher education |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8375994/ https://www.ncbi.nlm.nih.gov/pubmed/34411161 http://dx.doi.org/10.1371/journal.pone.0256283 |
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