Group of teachers and PhD Students who teach Research Methods in Education using ICT and study them. At this moment, we have different research projects related to ICT integration in Higher Education and lower educational levels.

USE AND INTEGRATION OF ICT IN HIGHER EDUCATION TEACHING AND TEACHERS´ PEDAGOGICAL PHILOSOPHY NATIVIDAD ORELLANA [1] JUAN PABLO GONZALEZ-GOMEZ [2] MARIA SOBRECASES [1] ABELARDO SAEZ [1] [1] Educational Technology Unit University of Valencia (UTE-UV) [2] University of Alicante, Spain.

Teachers in Higher Education in ICT Integration Process. Needs, Indicators and Integration Models

 Defining competencies, ICT use, ICT integration, ICT training needs, attitudes towards ICT, obstacles & accessibility to ICT of faculty.  Analysing resources available for faculty (training and infrastructure). UNITIC project : OBJECTIVES  to carry out a needs study (training & amount granted of resources)  to develop indicators which let us set integration models of ICT in HE teaching in Comunidad Valenciana.

Computing equipment Knowledge (competence ICT) Personal details Pedagogical Philosophy ICT Use:  personal-professional level  classroom level ICT Use:  personal-professional level  classroom level Attended training Training needs Attitudes Obstacles ICT Integration UNITIC project : The questionnaire

The sample refers to faculty from three universities located in Comunidad Valenciana (Spain) : The sampling was stratified depending on: gender, specialized area and professional standing, with 95% level of confidence and 3% assumed error GENDERUNIVERSITY UNITIC project : The Sample n= 148 Age= 43,74 Professional experience= 15,1 72,9% PhD 78,9% Full time

UNITIC project : Results FREQUENCY OF PC & INTERNET USE 90% of faculty have PC at home and 79% have Internet. The level of Internet use is lower but it is over 60%. More than 80% point out using PC “always” or “almost always” (everyday or several days of the week).

Pedagogical Philosophy Learner-centered Teaching-centered ** Knowledge transmission Knowledge construction Didactical methodology materials assessment Tutorial time In the 6 aspects, teachers set themselves nearest to constructivist pole. (over 4 which is the intermediate point in the scale of seven points) Note: items 2 and 5 were set in reverse order. sources: Becker´s models and Gargallo´s project and it has been adapted to HE

Word processor Internet (communication) TEACHING USE Internet (navigator)

Audiov. resources Spreadsheet Database Multimedia present. Documental base TEACHING USE

Des. Web pages (editors) Educat. software TEACHING USE

Simulation programmes Tutorial programmes Design multimedia applications Virtual enviroments of learning Des. Web pages (lenguages & authorship programmes) TEACHING USE

1-In the SELECTION OF CURRICULAR MATERIALS I take into account technological resources. 2-I EVALUATE THE TECHNOLOGICAL RESOURCES that can be beneficial for the teaching process. 3-I DESIGN CURRICULAR MATERIALS by means of technological resources. 4-I use the technology like means to carry out TRAINING ACTIVITIES relative to my speciality and the use of the ICT in the classroom. 5-I design LEARNING SITUATIONS in which I can use the ICT. 6-I CREATE AN ENVIRONMENT in the classroom where the technological resources are a completely integrated component. 7-I use the technological tools as instrument of the STUDENT'S EVALUATION. 8-I use several technologies of help and/or appropriate educational software for students with diverse EDUCATIONAL NEEDS. 9-I design, I coordinate and I participate in the use of the technology like form of COLLABORATION AND COMMUNICATION among the whole educational community (teachres, students, parents,...) 10-I participate in investigation and innovation PROJECTS through the use of different technological resources in the classroom. 11-I take into account the ETHICAL AND LEGAL PROBLEMS derivated of the use of the technological resources. Results about ICT integration are not very hopeful. Teachers mainly refer to power point and videos when we ask for the use of technological resources. ICT Integration

UNITIC project : Results From the scores of pedagogical philosophy, Cluster (K-means) 2 to 5 has been done: Learner-centered Teaching-centered N=86 N=60 Knowledge construction Knowledge transmission Didactical methodology MaterialsTutorial time Assessment Applying Occam´s Razor we chose two cluster model: first three aspects differ in 1 point and the last two aspects in 2 points.

UNITIC project : Results T test in order to find out differences between both groups in the ICT use (both). Differences in teaching use in:  :Internet (navigator and communication tool) and databases.  0.05: word processor, documentary bases, multimedia presentations These results are related to pedagogy more learner-centered. We have to use a sample bigger and to study in depth these differences. No differences in personal-professional use

UNITIC project : Results T test for finding out differences between both groups in ICT integration. No significant differences But group 1 (nearest to learner-centered model) gets scores a bit higher in all items than group 2.

UNITIC project : CONCLUSIONS The faculties make a limited use of the technological tools in relation to the use of ICTs as resources of teaching production. The sample shows a pedagogical philosophy nearest to constructivist perspective. This situation means a positive step to integration process. Our results suggest that the large possibilities of the ICT in the teaching process are wasted in Higher Education.

UNITIC project : CONCLUSIONS The use of ITCs with the students is very limited: mainly multimedia presentations and audiovisual resources. Perhaps they refer to these resources when they point out that they bear in mind new technologies in the planning of their subjects. But this is not enough to assume the challenges that the universities have. Taking conclusions of this work with certain caution. It is a initial sample and it would be dangerous to do inferences from these results to the population.

UNITIC project : CONCLUSIONS In face of the results and the European Convergence Process, we think that university faculty’s training needs to be done, giving them the support and adequate training to facilitate this change of faculty’s role in the Information and Communication Society