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Engineering professors' habits: didactic use of Information and Communication Technologies (ICT)

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Abstract

In this paper, a quantitative, descriptive, and correlational research is carried out on the perceptions of the digital competence of Latin American engineering professors, their assessment of the didactic use of Information and Communication Technologies (ICT) in different didactic areas (interaction, communication, distribution, and administration and evaluation), and on the growth or decrease in the frequency of their use after the COVID-19 pandemic. In particular, the Latin American engineering professors' perceptions of digital competence is studied. Also, the existence of gender gaps (both in general and differentiating between private and public universities, and between professors with a more or less teaching experience) has been explored in the assessment of the perceptions of digital competence and the didactic use of ICT by engineering professors, as well as in the influence that the pandemic has had on the habits of ICT use. The results reveal that the use of ICT by engineering professors has achieved increases of over 40% in some educational activities due to the pandemic, and it has had a homogenizing effect on the frequency of use of ICT tools in the different activities. Female engineering professors have increased their use of ICT more than males, and engineering professors in private universities more than those in public universities. Consequently, it is suggested to the universities to reinforce the continuous training of engineering professors, considering the pedagogical specificities of engineering education and the necessary integration of ICT in the teaching activity of female engineering professors.

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Data availability

The datasets generated during and analysed during the current study are not publicly available because they are part of a broader project but are available from the corresponding author on reasonable request.

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  1. Technology, Instruction and Design in Engineering and Education Research Group (TiDEE.rg), Catholic University of Ávila, C/Canteros, s/n, Ávila, 05005, Spain

    Diego Vergara, Álvaro Antón-Sancho & Pablo Fernández-Arias

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Appendix 1

Appendix 1

1.1 Questions of the survey

Perception of digital competence (Likert scale with values 1–none, 2–low, 3–intermediate, 4–high, and 5–very high):

  1. 1.

    How do you rate your digital competence in terms of knowledge of technical aspects?

  2. 2.

    How do you rate your digital competence in terms of knowledge of pedagogical and didactic aspects?

  3. 3.

    How do you rate your digital competence in terms of digital communication skills?

  4. 4.

    How do you rate your digital competence in terms of knowledge of the ethical, health and social aspects of ICT use?

ICT assessment (Likert scale with values 1–none, 2–low, 3–intermediate, 4–high, and 5–very high):

  1. 5.

    How do you assess the didactic use of ICT in terms of its influence on the academic performance of engineering students?

  2. 6.

    How do you assess the didactic use of ICT in terms of its influence on the learning motivation of engineering students?

  3. 7.

    How do you value the help provided by ICT to carry out inclusive learning?

Frequency of ICT use (Likert scale with values 1–never; 2–between one and three times a month; 3–between three times a month and once a week; 4–several times a week, but not daily; and 5–daily):

  1. 8.

    Assess how often you use ICT tools in interaction activities:

    1. a.

      Before the COVID-19 pandemic.

    2. b.

      After the COVID-19 pandemic.

  2. 9.

    Assess how often you use ICT tools in communication activities with students:

    1. a.

      Before the COVID-19 pandemic.

    2. b.

      After the COVID-19 pandemic.

  3. 10.

    Assess how often you use ICT tools for the distribution and sharing of learning materials and resources:

    1. a.

      Before the COVID-19 pandemic.

    2. b.

      After the COVID-19 pandemic.

  4. 11.

    Assess how often you use ICT tools for learning management, monitoring and evaluation.

    1. a.

      Before the COVID-19 pandemic.

    2. b.

      After the COVID-19 pandemic.

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Vergara, D., Antón-Sancho, Á. & Fernández-Arias, P. Engineering professors' habits: didactic use of Information and Communication Technologies (ICT). Educ Inf Technol 29, 7487–7517 (2024). https://doi.org/10.1007/s10639-023-12110-y

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  • DOI: https://doi.org/10.1007/s10639-023-12110-y

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