Track 10. Teacher education research and ICT. Authors: Albert Cubeles and David Riu

1. Teachers’ use of technology in
the university classroom
Albert Cubeles David Riu
La Salle La Salle
Universidad Ramón Llull Universidad Ramón Llull

2. THIS STUDY AIMS TO EXPLORE THE USE OF TECHNOLOGY
IN THE CLASSROOM FOR TEACHING PURPOSES IN A
UNIVERSITY ENVIRONMENT.
HOW TECHNOLOGY IS INTEGRATED IN ORDER TO SUPPORT
TRADITIONAL FACE-TO-FACE TEACHING
- TECHNOLOGY TOOLS
- INSTRUCTIONAL TASKS
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3. ■ TWO STEP PROCESS
■ An instructor first chooses to perform a specific task and then he
chooses whether or not to use the corresponding technological tool to
perform the instructional task involved.
■ Schoonenboom introduced this two-step process to study the
acceptance of a learning management system.
■ CLASSIFICATION OF TECHNOLOGY TOOLS
■ Literature review
■ CLASSIFICATION OF INSTRUCTIONAL TAKS
■ Literature review
■ THE INVENTORY OF LEARNING ACTIVITIES DEVELOPED (Marcelo
et al )
TECHNOLOGY TOOL/INSTRUCTIONAL TASK
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4. ■ GRAF - GRAPHIC AND VISUALIZATION TOOLS
■ LMS - LEARNING MANAGEMENT SYSTEMS TOOLS
■ SM - SOCIAL MEDIA AND MOBILE TOOLS
TECHNOLOGY TOOLS
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5. INSTRUCTIONAL TASKS
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6. ■ DESCRIPTIVE QUANTITATIVE METHODOLOGICAL FORMAT USING A
SELF-ASSESSMENT SURVEY ON A NON-PROBABILISTIC SAMPLE.
■ SAMPLE
■ 112 PROFESSORS WHO TEACH ON A UNIVERSITY CAMPUS IN
BARCELONA DURING THE ACADEMIC YEAR OF 2015-2016.
■ QUESTIONAIRE
■ 20 INSTRUCTIONAL TASK
■ PROFILE OF THE TEACHEAR
■ GENDER AND AGE GROUP
■ LEVEL OF STUDIES: Undergraduate level / Master level
■ DISCIPLINE: Architecture, Engineering and Business Administration
■ ONLINE EXPERIENCE: Do have / Do not
METHOD: SAMPLE AND MEASURES
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7. Tool Task Mean SD Mean SD
GRAF
G1 4,35 0,97
3.53 0.89
G2 3,62 1,34
G3 3,54 1,36
G4 3,38 1,28
G5 3,22 1,42
G6 3,06 1,36
LMS
L1 4,05 1,11
2.93 1.00
L2 3,81 1,38
L3 3,16 1,42
L4 2,42 1,5
L5 2,41 1,48
L6 2,37 1,48
L7 2,32 1,50
SM
S1 2,99 1,5
2.38 1.04
S2 2,82 1,47
S3 2,49 1,43
S4 2,37 1,41
S5 2,34 1,47
S6 2,03 1,31
S7 1,6 1,11
■ GRAF is the tool category with the
highest use and Social Media and
Mobile technologies obtain a lower use
■ Presenting visual information with
software is the most frequent task the
teacher undertakes with technology
■ “Makes text available on virtual
campus” is the most frequent task in
LMS category.
■ The tasks related with mobiles are the
less frequent ones
■ The values obtained for the tools/task
combination shows a trend related to
the maturity of the tool and the novelty
of the task
RESULTS
TOOL/TASK COMBINATION
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8. ■ LINEAR CORRELATION
■ The use of one tool doesn’t seem to substitute another
■ The tools which are most closely related to one another are LMS and SM
RESULTS
RELATIONSHIP BETWEEN TOOLS
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9. RESULTS
PROFILE OF THE TEACHER
PROFILE RESULTS
GENDER AND AGE No significant differences in the use of technology
LEVEL OF STUDIES
- Undergraduate
- Master
Teachers at the Master level group seems to use
technology more frequently in the classroom than
teachers at the Undergraduate level.
DISCIPLINES
- Architecture
- Engineering
- Business administration
Differences in the use of LMS and in the use of SM,
but no significant differences in the GRAF.
GRAF tools are the most used regardless of the
discipline.
Business Administration and Engineering teachers
tend to use LMS and SM more frequently than
Architecture teachers.
ONLINE EXPERIENCE
- Do have
- Do not
Teachers with online experience seems to use
technology more intensively in the classroom,
regardless of the tools or task.
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10. ■ The research provides evidence of the limited use of technology in the
classroom.
■ The most frequent tasks and tools used are those that support teachers in
traditional teacher-centred activities, confirming previous research
■ Significant differences in the use of technology in the classroom
■ Different disciplines
■ Level of studies
■ Prior experience with online teaching
CONCLUSIONS
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11. ■ LIMITATIONS
■ A more clear classification of tools and task is needed
■ Faculty from other types of university would differ in their use of
technology
■ Emphasis on teaching online
■ Funding to support technology
■ FUTURE LINES OF RESEARCH
■ To investigate the relationship between the tool and task used by the
teacher and his knowledge with models like TPACK.
■ To investigate how the online experience of the teacher influences his
use of technology in face-to-face teaching
LIMITATION AND FUTURE LINES
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