Gender and digital teaching competence in dual vocational education and training

In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Te...

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Detalles Bibliográficos
Autores: Sánchez Prieto, Jesús, Trujillo Torres, Juan Manuel, Gómez García, Melchor, Gómez García, Gerardo
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/693392
Acceso en línea:http://hdl.handle.net/10486/693392
https://dx.doi.org/10.3390/educsci10030084
Access Level:acceso abierto
Palabra clave:Dual vocational education and training
E-learning
Gender
ICT skills
Teacher training
Educación
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spelling Gender and digital teaching competence in dual vocational education and trainingSánchez Prieto, JesúsTrujillo Torres, Juan ManuelGómez García, MelchorGómez García, GerardoDual vocational education and trainingE-learningGenderICT skillsTeacher trainingEducaciónIn recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.MDPI, Basel, SwitzerlandDepartamento de PedagogíaFacultad de Formación de Profesorado y Educación20202020-03-24research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/693392https://dx.doi.org/10.3390/educsci10030084reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6933922026-06-23T12:46:27Z
dc.title.none.fl_str_mv Gender and digital teaching competence in dual vocational education and training
title Gender and digital teaching competence in dual vocational education and training
spellingShingle Gender and digital teaching competence in dual vocational education and training
Sánchez Prieto, Jesús
Dual vocational education and training
E-learning
Gender
ICT skills
Teacher training
Educación
title_short Gender and digital teaching competence in dual vocational education and training
title_full Gender and digital teaching competence in dual vocational education and training
title_fullStr Gender and digital teaching competence in dual vocational education and training
title_full_unstemmed Gender and digital teaching competence in dual vocational education and training
title_sort Gender and digital teaching competence in dual vocational education and training
dc.creator.none.fl_str_mv Sánchez Prieto, Jesús
Trujillo Torres, Juan Manuel
Gómez García, Melchor
Gómez García, Gerardo
author Sánchez Prieto, Jesús
author_facet Sánchez Prieto, Jesús
Trujillo Torres, Juan Manuel
Gómez García, Melchor
Gómez García, Gerardo
author_role author
author2 Trujillo Torres, Juan Manuel
Gómez García, Melchor
Gómez García, Gerardo
author2_role author
author
author
dc.contributor.none.fl_str_mv Departamento de Pedagogía
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv Dual vocational education and training
E-learning
Gender
ICT skills
Teacher training
Educación
topic Dual vocational education and training
E-learning
Gender
ICT skills
Teacher training
Educación
description In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-03-24
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/693392
https://dx.doi.org/10.3390/educsci10030084
url http://hdl.handle.net/10486/693392
https://dx.doi.org/10.3390/educsci10030084
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI, Basel, Switzerland
publisher.none.fl_str_mv MDPI, Basel, Switzerland
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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