Spanish students fail to find reliable sources | Innovation
Spanish teachers understand that the biggest challenge for the introduction of technologies in the classroom is their own learning, according to a recent study by Blinklearning, technological company specialized in the development of solutions for education. In fact, more than 30% acknowledge that the training received in this sense is insufficient and 60% consider it necessary to establish a common framework of digital teaching competence.
73% of respondents use ICT daily in the classroom. Digital slate and projectors (58%), portable or pc (55%) and mobile (25%) are the most common devices; those that less ipads (19%), Android tablets (15%), tablets windows (8%) and chrome-books (3%). Regarding the tools, the most used are collaborative platforms (79%), educational applications oriented to specific uses (60%) or social media (56%).
Security and digital competence (52%); search, edition and production of digital content (52%) and digital software management (48%) are the learning areas that demand the most.
Other challenges that must be resolved, according to the teachers, are connectivity problems (37%), lack of devices (35%) or adapting the learning process to their use (31%).
For most of the respondents, more than 70%, the relationship between the use of technology and student motivation is undeniable. The factors are diverse: because of the visual appeal, the immediacy in terms of obtaining information, the variety and richness of digital resources, and because they work with tools that are familiar to them.
At a pedagogical level, the main advantages that teachers see are access to a greater number of resources (89%), autonomous learning (64%), digital competence and responsible use (60%) or learning to communicate using different languages (58%).
On the contrary, among the most important deficits detected among students is the difficulty or inability to select reliable sources of information (47%), the inability to perceive the risks to which they are exposed in the network (38%) or the lack of creativity to extract the maximum potential of the tools at your reach (28%).
Teachers in network
More than 70% of the teachers in Spain do not have a blog, Youtube channel or other digital space where they share their educational practices, although 64% do participate or visit this type of spaces for exchanging resources or experiences on the web.
Education Overview
Teachers who have participated in this study believe that achieving greater motivation (35%), teaching to learn by themselves (35%), reaching a consensus in educational laws (29%) or reducing the number of students per classroom (23%) are the main challenges of education in Spain.
Among the active learning strategies most practiced in the classrooms are those of collaborative format (67%), those based on projects (39%), autonomous learning (35%) or gamification (31%). The least practiced are the strategies visual (7%) or design thinking (two%).
It is noteworthy that 98% of respondents feel that their profession is not valued, or not enough, in society. And, although 55% love their work, there is another 44% who feels unmotivated by different factors.
38% consider that the environmental conditions (temperature, light and acoustics) of the classrooms are not good and 47% believe that improvements should be implemented to achieve an effective learning environment. Only 36% understand that the centers are prepared to facilitate the entry of technology and 44% believe that they are only partially.
Comparison with other countries
All countries surveyed (Spain, Chile, Colombia, Mexico and Peru) agree that the main deficit in students produced by the use of ICT is the difficulty in selecting reliable sources of information. Laptops are the most used devices in the Colombian classes, although the number of mobile / cell phones is also increasing, the device most used in Mexico. In Spain, digital whiteboards and PC / Laptops are the most common tools.
For Spain and Mexico, teacher training is one of the great challenges in the process of
introduction of ICT in the classroom. On the other hand, Peru and Chile coincide in the lack of sufficient devices for all students.
The main advantage of the use of ICT in the classroom is the ability to access a greater number of contents and resources. Most common option for all countries.
The main challenge of education in general is to improve the training of teachers, except for Spain, which is to achieve greater motivation of students and teach them to learn for themselves. More than half of the teachers in Chile and Spain consider that their profession is not valued in society.
About the Study
For the fourth consecutive year, Blinklearning has developed this study on the use of technology in education, which in this edition stands out especially for the inclusion of comparative data between five countries. With almost 6000 respondents, this research has had as main objective to know what teachers think about the state of education at present, with special emphasis on the integration of new technologies in the classroom
