Track 3. Evaluation in education and guidance Authors: Gustavo Homero Orozco Cazco, Marcos Cabezas González, Fernando Martínez Abad, Jorge Edwin Delgado Altamirano and María Eugenia Solís Mazón https://youtu.be/MKZ1WNBEPj8

1. TEEM16 – Track 3
University of Salamanca
Title of paper:
Determining factors in acceptance of ict by the university faculty in
their teaching practice
Authors:
Gustavo Orozco, Marcos Cabezas, Fernando Martínez,
Jorge Delgado y María Eugenia Solís
November, 2016

2. TEEM16 – Track 3
• High education requires changes
regarding administrative, academic
and research changes to adapt to
the Society of Knowledge
• The ICT yand its multiplicity of
uses makes the lecturer develop
competences in the teaching
practice
• The teacher attitude is essential to
facilitate the use of ICT in his/her
teaching practice
Introduction
Source: http://www.losandes.com.ar/files/image/16/08/image57a52d20a46a79.45194874.jpg

3. TEEM16 – Track 3
• Determine the factors that
influence in the use and
acceptation of ICT among the
lecturers in the National
University of Chimborazo
regarding the teaching practice
Objetive
Source: http://ined21.com/wp-content/uploads/LAS-TIC-3-MITOS-Magazine-INED211.jpg

4. TEEM16 – Track 3
1. Does the age, the gender, the level of education, the knowledge
areas, digital competences of the professor influence the use,
acceptance and appropriation of ICT in their teaching practice?
2. Do facilitating conditions influence the faculty’s use, acceptance
and appropriation of ICT within their teaching practice?
3. What perception do the faculty have of usefulness, ease of use,
level of use and intent of use within their teaching practice?
Research questions

5. TEEM16 – Track 3
Theoretical basis
• El TAM is a model designed to explain the process of technological
acceptance, that comes from two concepts: Use is shown and ease to use it
is perceived (Sánchez, Olmos y García-Peñalvo, 2015)
Source: Adapted model of Venkatesh & Bala (2008)

6. TEEM16 – Track 3
• Systematic
revision of
literature
State of the
Cuestion
• Non
experimental
transversal
design
Cuantitative
Focus
• Exploratory
• Descriptive
• Correlational
Type of
research
•178 lecturers of
the National
University of
Chimborazo
Sample
• Questionaire of
50 items divided
in 10
dimensions
Instruments
Methodology

7. TEEM16 – Track 3
Results
• Characteristics of the sample
58%
42%
Sample
Males Females
11.2
41
34.3
12.9
0.6
0
5
10
15
20
25
30
35
40
45
Less than 30
years
Between 31
and 40 years
Betwee 41 and
50 years
Between 51
and 60 years
More than 61
years
Age of the teaching

8. TEEM16 – Track 3
Results
• Characteristics of the sample
4.5
11.2
84.3
0 20 40 60 80 100
Part time
Half time
Full time
Time dedicated of the teaching
41
25.8
27.5
3.4
2.2
0 10 20 30 40 50
Less than 5 years
From 5 to 10 years
From 11 to 20 years
From 21 to 30 years
More than 30 years
University teaching experience
8.4
0.6
3.4
76.4
10.7
0.6
0 20 40 60 80 100
Neither
Diplomat
Specialty
Master
PHD
Posdoc
Level of study
32.6
19.7
17.4
16.3
10.7
3.4
0 10 20 30 40
Social Sciences, Economic …
Engineering
Health Sciences
Arts and Humanities
Sciences
Other
Field of study

9. TEEM16 – Track 3
Results
Frequency of Use of ICT
Item 𝑿" SX
Never
Sometimes
Regularly
Often
Very Often
0
(%)
1
(%)
2
(%)
3
(%)
4
(%)
Designing my courses 2,88 1,13 1,7 13,5 20,2 24,7 39,9
Prepare class 3,18 0,94 1,1 5,1 14,6 33,1 46,1
Deliver classes 2,99 1,05 2,2 7,3 20,2 29,8 40,4
Presenting material to a group 3,03 1,04 2,2 7,3 17,4 31,5 41,6
Tutoring students 2,51 1,21 6,7 15,2 23,6 29,2 25,3
Evaluating student 2,62 1,25 5,6 16,3 21,3 24,2 32,6
Consulting specialised databases 2,11 1,40 17,4 18,0 23,0 19,1 22,5
Use of electronic sources of information 2,79 1,89 6,2 8,4 20,8 29,8 34,8
Total 2,76 0,90
Frequency of Use of ICT of the faculty within their teaching practice

10. TEEM16 – Track 3
Results
Perception of usefulness of ICT
Item 𝑿" SX
Totally
disagree
Disagree
Impartial
Agree
Totally
agree
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
Allows me to be more efficient in the
classes I deliver
4,18 0,99 4,5 2,2 7,3 42,7 43,3
Saves me times with the
development of activities associated
with teaching practice
4,14 1,06 5,1 3,4 9,0 37,6 44,9
Favours my communication and
interaction with students
4,23 0,98 5,1 1,7 3,9 43,8 45,5
In general, I consider ICT to be useful
for teaching
4,31 0,99 5,6 0,6 3,4 38,2 52,2
Total 4,21 0,91
Descriptors of the usefulness of ICT among the faculty

11. TEEM16 – Track 3
Results
Perception of ease of ICT
Ítem 𝑿" SX
Totally
disagree
Disagree
Impartial
Agree
Totally agree
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
I find it easy to learn to use ICT 3,98 1,08 5,6 5,1 10,7 43,3 35,4
I find it easy to integrate ICT into teaching 3,94 1,08 5,6 5,6 10,7 45,5 32,6
I find it easy to ensure that ICT does that I
want it to
3,63 1,12 6,7 8,4 21,9 41,0 21,9
In general, I consider ICT easy to use 3,81 1,11 6,7 7,3 10,1 50,0 25,8
Total 3,84 1,05
Descriptors of the perception of the ease of use of ICT among university faculty

12. TEEM16 – Track 3
Results
Perception of the Intent of Use of ICT
Ítem 𝑿" SX
Totally
disagree
Disagree
Impartial
Agree
Totally
agree
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
I intent to develop innovative educational
practices in the classroom with ICT
3,98 1,08 5,6 5,1 10,7 43,3 35,4
I plan to dedicate time to use ICT within my
teaching
3,94 1,08 5,6 5,6 10,7 45,5 32,6
I think that in the future I will apply ICT in the
classroom
3,63 1,12 6,7 8,4 21,9 41,0 21,9
In general, I am going to use ICT in my
teaching practice
3,81 1,11 6,7 7,3 10,1 50,0 25,8
Total 3,84 1,05
Descriptors of the perception of intention of the use of ICT among the university faculty

13. TEEM16 – Track 3
Results
Digital Competence
Dimension 𝑿" SX
Technical Aspects 2,69 0,69
Pedagogical Aspects – Knowledge 2,43 0,66
Pedagogical Aspects – Use 2,16 0,74
Techno pedagogical Aspects - Knowledge 2,38 0,79
Techno pedagogical Aspects – Use 2,09 0,86
Legal, ethical and social Aspects 2,65 0,81
Academic Management and professional development 2,29 0,87
Descriptors of the faculty’s digital competences

14. TEEM16 – Track 3
Results
Institutional Support (Enabling Conditions)
Ítem 𝑿" SX
Totally
disagree
Disagree
Impartial
Agree
Totally agree
1
(%)
2
(%)
3
(%)
4
(%)
5
(%)
Conozco las TIC de las que puedo disponer en
mi institución para la práctica docente
3,73 1,14 7,9 7,9 10,7 50,6 23,0
La institución ofrece apoyo para integrar las
TIC a mi práctica docente
3,62 1,15 6,7 12,4 14,0 45,5 21,3
La capacitación que ofrece la institución para el
uso de las TIC es pertinente
3,34 1,22 10,1 16,3 19,1 38,8 15,7
Los horarios de los cursos que ofrece la
institución son adecuados
3,17 1,23 13,5 15,2 24,7 34,3 12,4
Total 3,41 1,04
Descriptors of the institutional support that the faculty perceives

15. TEEM16 – Track 3
Results
Correlational study between variables and
TAM model
Relation between individual differences among the faculty and
the perception of usefulness of ICT
rxy p-valor
Age ,099 ,188
Gender -,087 ,250
Time Dedicated -,071 ,345
Experience at university teaching ,118 ,117
Level of studies ,056 ,459
Digital Competences in technical aspects ,075 ,321
Digital competences in pedagogical aspects – Knowledge ,112 ,138
Digital Competences in Pedagogical aspects – Use ,051 ,501
Digital competences in Techno-pedagogical aspects– Knowledge ,165* ,028
Digital Competences in Tecno-pedagogical Aspects – Use ,185* ,013
Digital Competences in Social, Ethical and Legal aspects ,153* ,041
Digital Competences in aspects of academic management and
professional development
,158* ,035
Institutional Support ,414** <,001

16. TEEM16 – Track 3
Results
Correlational study between variables and
TAM model
Relationship between the individual differences of the faculty and
their perception of ease of use of ICT
rxy p-valor
Age ,020 ,788
Gender -,129 ,087
Time dedicated -,006 ,933
Teaching experience ,094 ,211
Academic level ,072 ,337
Digital Competences in technical aspects – Knowledge ,289** <,001
Digital Competences in Pedagogical Aspects – Knowledge ,293** <,001
Digital Competences in Pedagogical Aspects – Use ,208** ,005
Digital Competences in techno pedagogical Aspects – Knowledge ,318** <,001
Digital Competences in techno pedagogical Aspects – Use ,263** <,001
Digital Competences in Social, Ethical and Legal Aspects ,222** ,003
Digital Competences in academic management aspects and
professional development
,276** <,001
Institutional Support ,433** <,001

17. TEEM16 – Track 3
Results
Correlational study between variables and
TAM model
Relation between the perception of usefulness, ease of use,
intent to use and regular use
rxy p-valor
Usefulness – ease of use ,771** <,001
Usefulness – Intent to use ,825** <,001
Ease of use – Intent to use ,776** <,001
Intention of use – Regular use ,208** ,005

18. TEEM16 – Track 3
Conclusions
• The age, educational level and experience of the teaching staff has
a direct relation in the perception of utility and ease to use it but it
is not significant and an inverse relation with the time devoted to it
• The Digital Competences in all their dimension except the technical
and pedagogyal aspect ( influence at a low level) have a direct
relation for the perception of use and the perception of ease to use
and is significant.
• The Institutional Support has a direct relation in the perception of
use and the perception of ease to use and it is significant .

19. TEEM16 – Track 3
Conclusions
• The perception of the teaching staff of UNACH about utility, ease to
use and willing to use is high and it can be relevant for new devices
of ITC n the teaching practice because the relations among
variables are direct and significant.
• The teaching staff of the National University of Chimborazo, accept
the use of ICT in their teaching practice.
• The data obtained in this research are very important for new
training processes in the use of technologycal resources in the
teaching practice .

20. TEEM16 – Track 3
Acknowledgments