Factors affecting school teachers’ perceptions of the instructional benefits of educational digital media

Authors

  • Antoni Badia Universitat Oberta de Catalunya
  • Julio Meneses Universitat Oberta de Catalunya
  • Sergi Fàbregues Universitat Oberta de Catalunya
  • Carles Sigalés Universitat Oberta de Catalunya

DOI:

https://doi.org/10.7203/relieve.21.2.7204

Keywords:

Educational digital media, computer assisted learning, teacher competencies, teacher beliefs, schools

Abstract

This study aims to identify the factors that affect primary and secondary school teachers’ perceptions of the potential benefits of digital media for teaching and learning in schools. These perceptions are related to beliefs about the value of using digital media in education. Various studies have shown that when teachers believe that the use of digital media is valuable for instruction and learning, they are more likely to incorporate their use into teaching practice. Three sets of factors were used as independent variables: the general profile of the school and the teacher, the technological profile of the school, and the technological profile of the teacher. This study used survey data gathered from 702 teachers at 356 primary and secondary schools in Spain. Correlation and hierarchical regression analyses were performed to examine the relationship between the independent variables and teachers’ perceptions. The results show a strong relationship between these perceptions and the technological profile of teachers. The factors that best predict the dependent variable are the area of study, digital literacy, ICT training, and the frequency of Internet access, both inside and outside the school. Finally, we suggest that the integration of digital media in the classroom is not an isolated objective to be achieved separately from pedagogical goals, but is closely interrelated with teachers' educational aims..

Author Biographies

Antoni Badia, Universitat Oberta de Catalunya

Doctorate in Psychology from the Educacion por la Universidad Autonoma de Barcelona. Education Science and Psychology Studies professor, Universitat Oberta de Catalunya.  His current investigations are in three fields: Teaching and learning processes in virtual educative contexts, learning strategies and the construction of teaching professional knowledge. He is the contact author for this article. His address is Ramba del Poblenou, 156. 08018-Barcelona (Spain).

Julio Meneses, Universitat Oberta de Catalunya

Graduate in Psychology and Doctorate in Sociology. Professor at the department of Psychology Studies and Educational Sciences, Universitat Oberta de Catalunya. Researcher for the group GENTIC (Gender & ICT) of Internet Interdisciplinary Institute. (INC3). His address is Ramba del Poblenou, 156, 08018, Barcelona (Spain).

Sergi Fàbregues, Universitat Oberta de Catalunya

Graduate and Master in Sociology. Professor in Psychology Studies and Teaching Sciences, Universitat Oberta de Catalunya. Address: Rambla del Poblenou, 156, 08018 Barcelona (Spain).

Carles Sigalés, Universitat Oberta de Catalunya

Professor of Teaching Politics, and Internet Interdisciplinary  Institute(IN3) Investigator, Institute of Investigations of the Universitat Oberta de Catalunya (UOC). Currently, he is Vice Chancellor of Academic Policy and Teaching of the UOC .

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Published

2015-10-28

Issue

Vol. 21 No. 2 (2015)

Section

Research Articles

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