Teachers’ use of technology in the university classroomAlbert Cubeles David RiuLa Salle La SalleUniversidad Ramón Llull Universidad Ramón Llull

TEEM'16

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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■ 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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■ GRAF - GRAPHIC AND VISUALIZATION TOOLS

■ LMS - LEARNING MANAGEMENT SYSTEMS TOOLS

■ SM - SOCIAL MEDIA AND MOBILE TOOLS

TECHNOLOGY TOOLS

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INSTRUCTIONAL TASKS

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■ 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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■ 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

RESULTSTOOL/TASK COMBINATION

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■ 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

RESULTSRELATIONSHIP BETWEEN TOOLS

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RESULTSPROFILE 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.

TEEM'16

■ 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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■ 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