Artículo

Search Results

Now showing 1 - 2 of 2

In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course
(Elsevier, 2017-09) Ramírez-Montoya, María-Soledad; Mena, Juanjo; Rodríguez-Arroyo, José A.; Tecnologico de Monterrey; Matthieu Guitton
Digital Competence (DC) is considered a driver for educational innovation since its immediate result is the production of new digital media resources for teaching such as Open Educational Resources (OER). This study aims to determine teachers' DC through their participation in a MOOC training course and establish the extent to which DC better enables the production of OER. A group of 863 in-service teachers participated in the study. A 26-item validated questionnaire on DC and the use of OER was delivered to participants, and course facilitators' weekly reports were collected. An ordinal logarithmic regression was conducted to verify whether teachers who hold positive self-perceptions of DC are more prone to using OER in their teaching. Mean differences between traditional teaching and online teaching were also tested. Reports were content analysed using a SWOT matrix. Our model predicts that only in-service teachers that perceive themselves as digital experts can reach an intermediate level in the production of OER. Furthermore, online teaching significantly favours teachers' DC but is highly significant in OER production. The main implication is that training teachers' DC is required to prepare teachers for the use of OER; however, teacher education should first address teachers’ actual level of performance.
Educational innovation and digital competencies: the case of OER in a private Venezuelan university
(SpringerOpen Journal, 2016-02-25) Prince Machado, Marcella S.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.; Tecnologico de Monterrey
The challenge for universities in developing countries of Latin America is to provide quality education and to promote the development of the digital competencies necessary for an active citizenship. Nevertheless, the use of technology and open educational resources (OER) promote greater efficiency and social penetration. The objective of this research is to analyze how the attributes of innovation develop when OER are integrated with learning environments that promote digital skills. Case study and data recollection were applied to the interview, the log, the observation, and the document analysis. Results indicated that a combination of innovation attributes generates a change in: a) educational methodology, b) technological tools and ways to present its contents, and c) the way the teacher thinks and students act. The use of innovative elements allowed subjects to overcome space and time barriers, setting the foundation for the development of blended learning in the institution.

Artículo

Browse

Filters

Settings

Sort By

Results per page

Search Results