000124445 001__ 124445
000124445 005__ 20250923084409.0
000124445 0247_ $$2doi$$a10.1007/s12528-023-09357-2
000124445 0248_ $$2sideral$$a132874
000124445 037__ $$aART-2024-132874
000124445 041__ $$aeng
000124445 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000124445 245__ $$aICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology
000124445 260__ $$c2024
000124445 5060_ $$aAccess copy available to the general public$$fUnrestricted
000124445 5203_ $$aDigital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals’ behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching–learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom.
000124445 536__ $$9info:eu-repo/grantAgreement/ES/DGA-IACS-CEICA/PI20-457
000124445 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000124445 590__ $$a4.9$$b2024
000124445 592__ $$a1.623$$b2024
000124445 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b27 / 756 = 0.036$$c2024$$dQ1$$eT1
000124445 593__ $$aEducation$$c2024$$dQ1
000124445 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000124445 700__ $$0(orcid)0000-0001-7861-2400$$aSierra-Sánchez, Verónica$$uUniversidad de Zaragoza
000124445 700__ $$0(orcid)0000-0001-9319-5895$$aRivera-Torres, Pilar$$uUniversidad de Zaragoza
000124445 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000124445 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000124445 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000124445 773__ $$g36 (2024), 350–367$$pJournal of Computing in Higher Education$$tJournal of Computing in Higher Education$$x1042-1726
000124445 8564_ $$s1278945$$uhttps://zaguan.unizar.es/record/124445/files/texto_completo.pdf$$yVersión publicada
000124445 8564_ $$s1413873$$uhttps://zaguan.unizar.es/record/124445/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000124445 909CO $$ooai:zaguan.unizar.es:124445$$particulos$$pdriver
000124445 951__ $$a2025-09-22-14:29:08
000124445 980__ $$aARTICLE