000095365 001__ 95365
000095365 005__ 20221004075841.0
000095365 0247_ $$2doi$$a10.3390/su12135339
000095365 0248_ $$2sideral$$a119164
000095365 037__ $$aART-2020-119164
000095365 041__ $$aeng
000095365 100__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000095365 245__ $$aThe technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st Century skills
000095365 260__ $$c2020
000095365 5060_ $$aAccess copy available to the general public$$fUnrestricted
000095365 5203_ $$aTo consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.
000095365 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000095365 590__ $$a3.251$$b2020
000095365 592__ $$a0.611$$b2020
000095365 591__ $$aENVIRONMENTAL SCIENCES$$b124 / 273 = 0.454$$c2020$$dQ2$$eT2
000095365 593__ $$aEnergy Engineering and Power Technology$$c2020$$dQ1
000095365 591__ $$aENVIRONMENTAL STUDIES$$b60 / 125 = 0.48$$c2020$$dQ2$$eT2
000095365 593__ $$aEnvironmental Science (miscellaneous)$$c2020$$dQ1
000095365 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b30 / 44 = 0.682$$c2020$$dQ3$$eT3
000095365 593__ $$aRenewable Energy, Sustainability and the Environment$$c2020$$dQ1
000095365 591__ $$aGREEN & SUSTAINABLE SCIENCE & TECHNOLOGY$$b6 / 9 = 0.667$$c2020$$dQ3$$eT3
000095365 593__ $$aManagement, Monitoring, Policy and Law$$c2020$$dQ1
000095365 593__ $$aGeography, Planning and Development$$c2020$$dQ1
000095365 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000095365 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000095365 700__ $$0(orcid)0000-0003-2206-2299$$aVázquez-Toledo, Sandra$$uUniversidad de Zaragoza
000095365 700__ $$0(orcid)0000-0001-7861-2400$$aSierra-Sánchez, Verónica$$uUniversidad de Zaragoza
000095365 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000095365 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000095365 773__ $$g12, 13 (2020), 5339 [14 pp.]$$pSustainability (Basel)$$tSustainability (Switzerland)$$x2071-1050
000095365 8564_ $$s274547$$uhttps://zaguan.unizar.es/record/95365/files/texto_completo.pdf$$yVersión publicada
000095365 8564_ $$s484912$$uhttps://zaguan.unizar.es/record/95365/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000095365 909CO $$ooai:zaguan.unizar.es:95365$$particulos$$pdriver
000095365 951__ $$a2022-10-03-13:40:21
000095365 980__ $$aARTICLE