Avances y resistencias del profesorado ante el uso de los Smart Mobile Devices (SMDs) y los Social Network Sites (SNS)

  1. Gutiérrez Ortega, Mónica 1
  2. García Tamarit, Consuelo 1
  3. Fandos Igado, Manuel 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2020

Número: 21

Tipo: Artículo

DOI: 10.14201/EKS.23453 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Resumen

Smart mobile devices (SMD) and social networks (SNS) have been responsible for introducing extensive innovations in society and in education as well, though with greater difficulties. In fact, the teacher’s perception of the educational utility of SMD and SNS can be a facilitator or a barrier for their use in the classroom. This research tries to find out, through a predictive study, the perceived usefulness of SMD and SNS by Spanish teachers and to analyse the influence of demographic variables (age, gender and educational level) on it. The group of study were 2,659 non-university teachers from all over Spain. For data collection, the Questionnaire on the Utility of Social Networks and the Smartphone for Educational Action (CURSAE) has been used. Results show that certain socio-demographic variables, availability of technological resources and pres-ence in social networks can predict teachers’ perception of the educational utility of SMD and SNS. These results are expected to provide support to those institutions in charge of teachers’ professional development in Spain, since they offer information on certain factors that may be influencing the acceptance or resistance of teachers to integrate SMD and SNS in the classrooms and in academic life.

Referencias bibliográficas

  • Abuín, N. (2009). Las redes sociales como herramienta educativa en el ámbito universitario. En IV Jornada de Innovación Pedagógica del Proyecto ADA. Madrid: Universidad Complutense de Madrid.
  • Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human behavior, 56, 93-102. doi:https://doi.org/10.1016/j.chb.2015.11.033
  • Awidi, I. T., Paynter, M., & Vujosevic, T. (2019). Facebook group in the learning design of a higher education course: An analysis of factors influencing positive learning experience for students. Computers & Education, 129, 106-121, doi:https://doi.org/10.1016/j.compedu.2018.10.018
  • Balas Lara, M., Domínguez, N., & Almoguera, A. (2013). Las nuevas tecnologías al servicio de niños y jóvenes con discapacidad. En R. Ron, A. Álvarez, & P. Núñez (Coord.), Smartphones y tablets. ¿Enseñan o distraen? (pp. 95-107). Madrid: ESIC Editorial.
  • Black-Fuller, L., Taube, S., Koptelov, Α., & Sullivan, S. (2016). Smartphones and pedagogy: Digital divide between high school teachers and secondary students. US-China Education Review,6(2), 124–131. doi:https://doi.org/10.17265/2161-623X/2016.02.005
  • Brenley, D. B., & Coven, J. (2018). Risky behavior via social media: the role of reasoned and social reactive path-ways. Computers in Human Behavior, 78, 183-191. doi:https://doi.org/10.1016/j. chb.2017.09.036
  • Cañadas Osinki, I. & Sánchez Bruno, A. (1998). Categorías de respuesta en escalas tipo likert. Psicothema, 10(3), 623-631.
  • Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68–90. doi:https://doi.org/10.1504/IJMLO.2019.096468
  • Chávez, I., & Gutiérrez, M. C. (2015). Redes sociales como facilitadoras del aprendizaje de ciencias exactas en la educación superior. Apertura, 7(2), 1-12.
  • Chóliz, M., & Marco, C. (2012). Adicción a Internet y redes sociales. Tratamiento psicológico. Madrid: Alianza Editorial.
  • Christensen, R., & Knezek, G. (2018). Reprint of Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in human Behavior, 78, 379-388. doi:https://doi.org/10.1016/j.chb.2017.07.046
  • Corredor, J., & Olarte, F. A. (2019). Effects of school reform factors on students’ acceptance of technology. Journal of Educational Change, 20(4), 447-468. doi:https://doi.org/10.1007/s10833-019-09350-6
  • Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. Management Information Systems Research Center, University of Minnesota, 13(3), 319-340. doi:https://doi.org/10.2307/249008
  • Elstad, E. (2016). Why is there a wedge between the promise of educational technology and the experiences in a technology-rich pioneer school. In E. Elstad (Ed.), Digital expectations and experiences in education (pp. 3–28). Boston, MA: Sense Publishers. doi:https://doi.org/10.1007/978-94-6300-648-4_5
  • Findahl, O. (2013). Swedes and the Internet. Stockholm: the Internet Infraestructure Foundation. Recuperado de https://bit.ly/3lgmwSZ
  • Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of education and Development using ICT, 9(1), 112-125.
  • Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129–143. https://doi.org/10.1016/j.compedu.2018.01.004.
  • González-Fernández, N., & Salcines-Talledo, I. (2015). El Smartphone en los procesos de enseñanza-aprendiza-je-evaluación en Educación Superior. Percepciones de docentes y estudiantes. RELIEVE, Revista Electrónica de Investigación y Evaluación Educativa, 21(2), 1-20. doi:https://doi.org/10.7203/relieve.21.2.7480
  • Hart, S. A., & Laher, S. (2015). Perceived usefulness and culture as predictors of teachers attitudes towards educa-tional technology in South Africa. South African Journal of Education, 35(4). doi:https://doi.org/10.15700/saje.v35n4a1180
  • Hermans, R., Tondeur, J., Braack, V., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers, Computers & Education, 51(4), 1499-1509. doi:https://doi.org/10.1016/j.compedu.2008.02.001
  • Holcomb, L. B., & Beal, C. M. (2010). Capitalizing on web 2.0 in the social studies context. TechTrends, 54 (4), 28- 32. doi:https://doi.org/10.1007/s11528-010-0417-0
  • Hussain, I., & Adeeb, M. (2009). Role of mobile learning in promoting campus-wide learning environment. The Turkish Online Journal of Educational Technology, 8(3), 48-56.
  • Joo, Y. J., Park, S., & Lim, E. (2018). Factors Influencing Preservice Teachers’ Intention to Use Technology Accep-tance Model, Educational Technology & Society, 21(3), 48-59.
  • Kerr, S. L., & Schmeiche, M. J. (2018). Teacher twitter chats: Gender differences in participants’ contributions. Journal of Research on Technology in Education, 50(3), 241–252. doi:https://doi.org/10.1080/15391523.2018.1458260
  • Kafyulilo, A. (2014). Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania. Education and Information technologies, 19(1), 115-127. doi:https://doi.org/10.1007/s10639-012-9207-y
  • Kim, H., J., & Kim, B. H. (2017). Desing of creative and personality Education Program using Smart 3D printer. Journal of Advanced Information Technology and Convergence, 7. 1-9. doi:https://doi.org/10.14801/jaitc.2017.7.1.1
  • Kuzu-Demir, E. B., & Akbulut, Y. (2017). Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi [Development of a Scale to Address the Acceptance and Use of Online Social Networking Sites for Instructional Purposes]. Turkish Journal of Computer and Mathematics Education, 8(1), 52–82. doi:https://doi.org/10.16949/turkbilmat.298120
  • Leem, J., & Sung, E. (2018). Teachers’ beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. British Journal of Educational Technology, 50(2), 601-613. doi:https://doi.org/10.1111 / bjet.12612
  • Liu, S.H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022. doi:https://doi.org/10.1016/j.compedu.2010.12.001
  • Lu, J., &Churchill, D. (2014). The effect of social interaction on learning engagement in a social networking envi-ronment. Journal Interactive Learning Environments, 22(4), 401-417. doi:https://doi.org/10.1080/10494820.2012.680966
  • Lucas, M. (2018). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107, 105509. doi:https://doi.org/10.1016/j.chb.2018.05.001
  • Lugo, M. T., & Kelly, V. (2011). La matriz TIC. In Lugo, M. T. (Ed.), Una herramienta para planificar las Tecnologías de la Información y Comunicación en las instituciones educativas. Buenos Aires: UNESCO, Instituto Internacional de Planteamiento de la Educación.
  • McLoughlin, C., & Lee, M. (2007). Software social y aprendizaje participativo. New York: Information Science Reference.
  • Montrieux, H., Courtois, C., Raes, A., Schellens, T., & De Marez, L. (2014). Mobile learning in secondary education: Teachers’ and students’ perceptions and acceptance of tablet computers. International Journal of Mobile and Blended Learning, 6(2), 26–40. doi:https://doi.org/10.4018/ijmbl.2014040103
  • Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in class-rooms: benefits, constraints and concerns. Journal of Computers in Education, 7, 257-275. doi:https://doi.org/10.1007/s40692-020-00156-7
  • Nkula, K., & Krauss, K. E. (2014). The integration of ICTs in marginalized schools in South Africa: Considerations for understanding the perceptions of in-service teachers and the role of training. In Darelle van Greunen (Presidency). International Development Informatics Association (IDIA) conference, Port Elizabeth, South Africa).
  • O’bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers & Education, 74, 15-25. doi:https://doi.org/10.1016/j.compedu.2014.01.006
  • Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159-172. doi:https://doi.org/10.1111/bjet.12136
  • Pérez Escoda, A., (2018). La competencia mediática de la ciudadanía en medios digitales emergentes. Uso de smartphones y redes sociales en alumnos/as de Educación Primaria. Prisma Social. Revista de Investigación social, 20, 76-91
  • Ramírez, S. (2009). Recursos tecnológicos para el aprendizaje móvil (m learning) y su relación con los ambien-tes de educación a distancia: implementaciones e investigaciones. Revista Iberoamericana de Educación a Distancia, (RIED), 12(2), 57-81. doi:https://doi.org/10.1111/bjet.12136
  • Rodríguez, M., López. A., & Martín, I. (2017). Percepciones de los estudiantes de ciencias de la educación sobre las redes sociales como metodología didáctica. Pixel Bit, Revista de Medios y Educación, 50, 77-93. doi:ht-tps://doi.org/10.12795/pixelbit.2016.i50.05
  • Rogers, E. M. (2003). Diffusion of innovations. New York: The Free Press.
  • Ruiz, A. (2019). Competencia digital y TICs en interpretación: «renovarse o morir». EDMETIC, Revista de Educa-ción Mediática y TIC, 8(1), 55-71. doi:https://doi.org/10.21071/edmetic.v8i1.11062
  • Sánchez Marqués, A. (2011). Educación y Escuela Digital. La inclusión del deficiente visual. En A. Sánchez Palomino, C. Bernal Bravo, J. J. Carrión Martínez, J. M. Granados Gozález, R. Gutiérrez Cáceres, A. Luque de la Rosa, M. N. Lázaro, & L. Ortiz Jiménez (Eds.), Educación especial y mundo digital (pp. 25-44). Almería: Universidad de Almería.
  • Santiago Campión, R. (2013). Tecnología Móvil e innovación en el aula: Nuevos retos y realidades educativas. En R. M. Goig (Ed.), Formación del profesorado en la sociedad digital: Investigación, innovación y recursos didácticos (pp. 221-239). Madrid, España: UNED.
  • Scroeder, R. (2018). Towards a theory of digital media. Information Communication and Society, vol. 21(3), 323-339. doi:https://doi.org/10.1080/1369118X.2017.1289231
  • Soriano Hernández, E., & Aguilar Espinosa, M.G., (2018). Nuevas generaciones cambio de estrategias de apren-dizaje. Jóvenes en la ciencia. Revista de divulgación científica, 4(1), 1-5.
  • Suárez-Rodríguez, J.M., Almerich, G., Gargallo, B., & Aliaga, F.M. (2013). Las competencias del profesorado en TIC: estructura básica. Educación XX1, 16(1), 39-62. doi:https://doi.org/10.5944/educXX1.16.1.716
  • Tabuenca, B., Sánchez-Peña, J. J., & Cuetos-Revuelta, M. J. (2019). El smartphone desde la perspectiva docente: ¿una herramienta de tutorización o un catalizador de ciberacoso? RED. Revista de Educación a Distancia, 59. doi:https://doi.org/10.6018/red/59/01
  • Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits and barriers. Computers in the Schools, 30(4), 295-308. doi:https://doi.org/10.1080/07380569.2013.844637
  • Thompson, R., & Higgins, C. (1991). Personal Computing Toward a Conceptual Model of Utilization. MIS Quar-terly, 15(1), 125-143. doi:https://doi.org/10.2307/249443
  • Tirado, R., & Aguaded-Gómez, J. I. (2012). Influencia de las medidas institucionales y la competencia tecnológica sobre la docencia universitaria a través de plataformas digitales. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 18(1), 1-18. http://hdl.handle.net/10760/33592
  • Tsuria, R., Yadlin-Segal, A., Vitullo, A., & Campbell, H.A. (2017). Approaches to digital methods in studies of digital religion. The Communication Review, 20(2), 73-79. doi:https://doi.org/10.1080/10714421.2017.1304137
  • Whyley, D. (2018). Barriers to mobile learning advancements in the United Kingdom. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 807–816). Cham: Springer. doi:https://doi.org/10.1007/978-3-319-53803-7_53-1
  • Wilson, K. B. (2014). Impact of emerging technologies on teacher education: experiences of teacher trainees. Journal of Education and Practice, 5(28), 168- 176.
  • Yildiz Durak, H. (2018). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31, 173-209. doi:https://doi.org/10.1007/s12528-018-9200-6
Fuente de los datos: Dialnet