USE AND INTEGRATION OF ICT IN HIGHER EDUCATION TEACHING AND TEACHERS´ PEDAGOGICAL PHILOSOPHY

1. Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them. At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

2. USE AND INTEGRATION OF ICT IN HIGHER EDUCATION TEACHING AND TEACHERS´ PEDAGOGICAL PHILOSOPHY NATIVIDAD ORELLANA [1] JUAN PABLO GONZALEZ-GOMEZ [2] MARIA SOBRECASES [1] ABELARDO SAEZ [1] E-mail:natividad.orellana@uv.es [1] Educational Technology Unit University of Valencia (UTE-UV) http://ute.uv.es [2] University of Alicante, Spain.

3. Teachers in Higher Education in ICT Integration Process. Needs, Indicators and Integration Models

4. UNITIC project : OBJECTIVES • to carry out a needs study (training & amount granted of resources) • to develop indicators which let us set integration models of ICT in HE teaching in Comunidad Valenciana. • Defining competencies, ICT use, ICT integration, ICT training needs, attitudes towards ICT, obstacles & accessibility to ICT of faculty. • Analysing resources available for faculty (training and infrastructure).

5. UNITIC project : The questionnaire ICT Integration Personal details Attended training Pedagogical Philosophy Training needs Computing equipment Attitudes Knowledge (competence ICT) Obstacles • ICT Use: • personal-professional level • classroom level

6. UNITIC project : The Sample n= 148 Age= 43,74 Professional experience=15,1 GENDER UNIVERSITY 72,9% PhD 78,9% Full time The sample refers to faculty from three universities located in Comunidad Valenciana (Spain) : The sampling was stratified depending on: gender, specialized area and professional standing, with 95% level of confidence and 3% assumed error

7. UNITIC project : Results FREQUENCY OF PC & INTERNET USE 90% of faculty have PC at home and 79% have Internet. More than 80% point out using PC “always” or “almost always” (everyday or several days of the week). The level of Internet use is lower but it is over 60%.

8. Learner-centered Teaching-centered * * Didactical methodology Tutorial time Knowledge construction materials assessment Knowledge transmission Pedagogical Philosophy sources: Becker´s models and Gargallo´s project and it has been adapted to HE In the 6 aspects, teachers set themselves nearest to constructivist pole. (over 4 which is the intermediate point in the scale of seven points) Note: items 2 and 5 were set in reverse order.

9. TEACHING USE Internet (navigator) Word processor Internet (communication)

10. TEACHING USE Audiov. resources Multimedia present. Spreadsheet Documental base Database

11. TEACHING USE Des. Web pages (editors) Educat. software

12. TEACHING USE Design multimedia applications Simulation programmes Virtual enviroments of learning Tutorial programmes Des. Web pages (lenguages & authorship programmes)

13. ICT Integration Results about ICT integration are not very hopeful. Teachers mainly refer to power point and videos when we ask for the use of technological resources.

14. UNITIC project : Results Learner-centered N=86 N=60 Knowledge construction Knowledge transmission Didactical methodology Materials Tutorial time Assessment Teaching-centered From the scores of pedagogical philosophy, Cluster (K-means) 2 to 5 has been done: Applying Occam´s Razor we chose two cluster model: first three aspects differ in 1 point and the last two aspects in 2 points.

15. UNITIC project : Results No differences in personal-professional use T test in order to find out differences between both groups in the ICT use (both). • Differences in teaching use in: • + 0.01:Internet (navigator and communication tool) and databases. • 0.05: word processor, documentary bases, multimedia presentations These results are related to pedagogy more learner-centered. We have to use a sample bigger and to study in depth these differences.

16. UNITIC project : Results T test for finding out differences between both groups in ICT integration. But group 1 (nearest to learner-centered model) gets scores a bit higher in all items than group 2. No significant differences

17. UNITIC project : CONCLUSIONS • The faculties make a limited use of the technological tools in relation to the use of ICTs as resources of teaching production. • The sample shows a pedagogical philosophy nearest to constructivist perspective. This situation means a positive step to integration process. • Our results suggest that the large possibilities of the ICT in the teaching process are wasted in Higher Education.

18. UNITIC project : CONCLUSIONS The use of ITCs with the students is very limited: mainly multimedia presentations and audiovisual resources. Perhaps they refer to these resources when they point out that they bear in mind new technologies in the planning of their subjects. But this is not enough to assume the challenges that the universities have. Taking conclusions of this work with certain caution. It is a initial sample and it would be dangerous to do inferences from these results to the population.

19. UNITIC project : CONCLUSIONS In face of the results and the European Convergence Process, we think that university faculty’s training needs to be done, giving them the support and adequate training to facilitate this change of faculty’s role in the Information and Communication Society THANK YOU