University students’ competences in ICT: A view from the education domain

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-04-18 DOI:10.14742/ajet.6820
Isabel Díaz-García, Gonzalo Almerich, Jesús Suárez-Rodríguez, N. Orellana
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Abstract

Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students’ ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students’ ICT competences, with training in ICT competences being an important element to consider. Implications for practice or policy: University leaders have to include the three ICT competence subsets in the curriculum. University teachers must promote the three ICT competence subsets in their classes. Instructional designers and educational technologists should include the three ICT competences subsets in their training plans.
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大学生信息通信技术能力:教育领域的视角
当代大学生面对的是知识社会,掌握信息通信技术是成为知识社会一份子的基本要求。我们研究的目的是验证一个基本的ICT能力模型,该模型由三个ICT能力子集(技术、教学和道德)组成,受各种个人和环境因素的影响。为此,采用横断面解释相关设计,以西班牙瓦伦西亚大学的646名大学生为样本,通过问卷调查收集信息。采用多指标多原因模型对学生ICT能力模型进行验证。结果表明,信息通信技术能力形成了一个单一的集合,由三个子集的能力:技术,教学和道德。技术能力与教学能力之间以及伦理能力与教学能力之间存在不对称的解释关系。性别、学位授课的领域以及使用计算机和互联网的频率等因素影响着这三个能力子集。该模型显示了大学生ICT能力的复杂性,其中ICT能力的培训是一个重要的考虑因素。对实践或政策的启示:大学领导必须在课程中包括三个ICT能力子集。大学教师必须在课堂上提升三个ICT能力子集。教学设计人员和教育技术人员应在其培训计划中包括三个ICT能力子集。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
期刊最新文献
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