Analysis of knowledge of Ict, Tac, Tep and Tric in university faculty
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.2Keywords:
Evolution, ICT, CT, PET, TRICAbstract
The use of Information and Communication Technologies (ICT) in the educational world has evolved towards ICT, TEP and TRIC, therefore, teachers are forced to know them in order to be able to apply them effectively in their classes. This study aims to check the knowledge that 489 teachers have about the concepts of ICT, TAC, TEP and TRIC before and after receiving a lecture on their meaning. To do so, a comparative quantitative method has been carried out by applying an initial and a final survey on the knowledge of these concepts. The results obtained have shown that the instruction has been positive in improving the teachers' knowledge of the four concepts and the assessment of their perception of them.
References
Aguayo, C., & Eames, C. (2017). Using mobile learning in free-choice educational settings to enhance ecological literacy. Teachers and Curriculum, 17(2), 7-14. https://doi.org/10.15663/tandc.v17i2.159
Antón-Sancho, Á., Vergara, D., & Fernández-Arias, P. (2021). Self-Assessment of Soft Skills of University Teachers from Countries with a Low Level of Digital Competence. Electronics, 10(20), 2532. https://doi.org/10.3390/electronics10202532
Antón-Sancho, Á., Nieto-Sobrino, M., Fernández-Arias, P., & Vergara-Rodríguez, D. (2022). Usability of Memes and Humorous Resources in Virtual Learning Environments. Education Sciences, 12(3), 208. https://doi.org/10.3390/educsci12030208
Bernal, L., Gabelas, J. A., & Marta, C. (2019). Relation, information and communication technologies (RICTs) as a tool for social integration. Interface-Comunicação, Saúde, Educação, 23. https://doi.org/10.1590/Interface.180149
Bottino, R. (2019). Schools and the digital challenge: Evolution and perspectives. Education and Information Technologies, 25(3), 2241-2259. https://doi.org/10.1007/s10639-019-10061-x
Bottino, R.M. (2004). The evolution of ICT-based learning environments: which perspectives for the school of the future? British Journal of Educational Technology, 35(5), 553-567. https://doi.org/10.1111/j.0007-1013.2004.00413.x
Caldevilla-Domínguez, D., Martínez-Sala, A. M., & Barrientos-Báez, A. (2021). Tourism and ICT. Bibliometric Study on Digital Literacy in Higher Education. Education Sciences, 11(4), 172. https://doi.org/10.3390/educsci11040172
Fernández-Arias, P., Sánchez-Jiménez, M., Antón-Sancho, Á., Nieto-Sobrino, M., & Vergara, D. (2025). Digital Competence of Rural Teachers in Depopulated Regions of Spain: A Bibliometric Review. European Journal of Investigation in Health, Psychology and Education, 15(1), 5. https://doi.org/10.3390/ejihpe15010005
Forero Álvarez, R., Triana Perdomo, L. A., Jiménez Cuadros, L. K., & Gutiérrez Sánchez, T. S. (2022). Learning and Knowledge Technologies (LKT) in the Classical Languages Classroom: Implementation and Results at the University of La Sabana. Forma y Función, 35(2). https://doi.org/10.15446/fyf.v35n2.92486
García Pajares, R. (2019). En busca de la inclusión educativa. Una propuesta de aula a partir del Aprendizaje Cooperativo y las TRIC. Revista Ensayos Pedagógicos, 14(2), 151-172. https://doi.org/10.15359/rep.14-2.8
Gause, G., Mokgaola, I. O., & Rakhudu, M. A. (2022). Technology usage for teaching and learning in nursing education: An integrative review. Curationis, 45(1), 2261. https://doi.org/10.4102/curationis.v45i1.2261
Gómez-Trigueros, I. M. (2020). Geolocalizing with LKT: Digital Teaching Competence and Space Competence with TPACK. Revista de Estudios Andaluces, 40, 189-191. https://doi.org/10.12795/rea.2020.i40.03
González Martínez, J. R. (2021). De las de TIC a las TAC; una transición en el aprendizaje transversal en educación superior. Dilemas contemporáneos: educación, política y valores, 9(SPE1). https://doi.org/10.46377/dilemas.v9i.2929
Guillén-Gámez, F. D., & Mayorga-Fernández, M. J. (2022). Measuring rural teachers’ digital competence to communicate with the educational community. Journal of New Approaches in Educational Research, 11(2), 323–341. https://doi.org/10.7821/naer.2022.7.1053
Haryati, H. (2021). The students´perspectives of platforms used in virtual learning environment: A Survey study in COVID-19 pandemic. Leksika: Journal of Language, Literature and Its Teaching, 15(1), 48-55. https://doi.org/10.30595/lks.v15i1.9308
Hoque, S. M. S., & Alam, S. M. (2010). The Role of Information and Communication Technologies (ICTs) in Delivering Higher Education--A Case of Bangladesh. International Education Studies, 3(2), 97-106. https://doi.org/10.5539/ies.v3n2p97
Ibrahim, A., & Shiring, E. (2022). The Relationship between Educators' Attitudes, Perceived Usefulness, and Perceived Ease of Use of Instructional and Web-Based Technologies: Implications from Technology Acceptance Model (TAM). International Journal of Technology in Education, 5(4), 535-551. https://doi.org/10.46328/ijte.285
Jenkins, D., & Griffin, S. (2019). From Pockets of Excellence to Engaged Innovation at Scale. Guided Pathways Refoms at Cuyahoga Community College. Community College Research Center, Teachers College, Columbia University.
Krieter, P. (2022). Are You Still There? An Explotatory Case Study on Estimating Students´LMS Online Time by Combining Log Files and Scrren Recordings. IEEE Transactions on learning technologies, 15(1). https://doi.org/10.1109/TLT.2022.3154828
Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. International Journal of Information and Learning Technology, 37(4), 213-238. https://doi.org/10.1108/IJILT-04-2020-0050
Lope Salvador, V. (2021). Gabelas Barroso, José Antonio y Marta Lazo, Carmen (2020): La era TRIC: factor R-elacional y educomunicación. Sevilla. Ediciones Egregius. 274 pp. ISBN 978-84-18167-30-0. Historia y Comunicación Social, 26(2), 659-660. https://dx.doi.org/10.5209/hics.79163
Maican, C., Cazan, A. M., Lixandroiu, R., Dovleac, L., & Maican, M. A. (2021). Exploring the factors influencing the use of communication and collaboration applications. Journal of Organizational and End User Computing (JOEUC), 33(4), 94-124. https://doi.org/10.4018/JOEUC.20210701.oa5
Manzuoli, C. H., Sánchez, A. V., & Bedoya, E. D. (2019). Digital Citizenship: A Theoretical Review of the Concept and Trends. TOJET, 18(2), 10-18.
Marta-Lazo, C., Frau-Meigs, D., & Osuna-Acedo, S. (2018). Collabotarive lifelong learning and profesional transfer. Case study: ECO European Project. Interactive Learning Environments, 27(1), 33-45. https://doi.org/10.1080/10494820.2018.1451346
Masek, A., Hashim, S., & Ismail, A. (2018). Integration of the humour approach with student’s engagement in teaching and learning sessions. Journal of Education for Teaching, 45(2), 228–233. https://doi.org/10.1080/02607476.2018.1548169
McDonagh, A., & McGarr, O. (2015). Technology leadership or technology somnambulism? Exploring the discourse of integration amongst information and communication technology coordinators. Irish Educational Studies, 34(1), 55-68. https://doi.org/10.1080/03323315.2015.1010292
Novković Cvetković, B., Arsić, Z., & Cenić, D. (2022). Attitudes of teachers to using information and communication technology in teaching-advantages and obstacles. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 10(2), 69-76. https://doi.org/10.23947/2334-8496-2022-10-2-69-76
OECD (2007). OECD Annual Report 2007. Paris: OECD Publishing.https://doi.org/10.1787/annrep-2007-en
Ortellado, D. R., & Smulders, M. E. (2021). Impacto de las TICS, TAC y TEP en la Formación de los Estudiantes de Lenguas (Bilingüismo Guaraní-Castellano y Lengua Inglesa) en la Universidad Nacional de Itapúa. Revista sobre estudios e investigaciones del saber académico, 15(15), e2021011-e2021011. https://doi.org/10.70833/rseisa15item288
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). Fro sMOOC to tMOOC, learning towards profesional transference: ECO European Project. Media Education Research Journal, 55(26). https://doi.org/10.3916/C55-2018-10
Otero-Agreda, O., Esteves-Fajardo, Z., Suarez-Merchán, D., & Montalván-Campoverde, M. (2023). Estrategias TIC, TAC, TRIC y TEP para la innovación tecno-pedagógica en docentes universitarios. Cienciamatria, 9(16), 90-101. https://doi.org/10.35381/cm.v9i16.1027
Pheng, K.T., Hashim, H., & Sulaiman, N.A. (2021). The Use of Technology in Teaching of Writing Among Malaysian ESL Secondary School Teachers. Arab World English Journal (AWEJ) Special Issue on Call, (7), 314-330. https://doi.org/10.24093/awej/call7.22
Prodanović, M., & Gavranović, V. (2021). Students’ satisfaction with learning experience in COVID-19 imposed virtual education environment. Revista Publicando, 8(29), 124-131. https://doi.org/10.51528/rp.vol8.id2190
Rakhinsky, D. V., Tsytskun, T. A., Boyarsky, M. A., Puchkov, O. E., & Chernyi, D. S. (2021). New approaches in educational processes based on informatization and high communication technologies. Nuances: Estudos sobre Educação, 32, e021012-e021012. https://doi.org/10.32930/nuances.v32i00.9125
Rivera-Laylle, L. I., Fernández-Morales, K., Guzmán-Games, F. J., & Eduardo-Pulido, J. (2017). La aceptación de las TIC por profesorado universitario: Conocimiento, actitud y practicidad. Revista Electrónica Educare, 21(3), 1-18. https://doi.org/10.15359/ree.21-3.6
Sezen-Gultekin, G., Hamutoglu, N. B., & Topal, M. (2021). Relationship between teacher efficacy and information and communication technology competencies of pre-service teachers. Khazar Journal of Humanities and Social Sciences, 24(3), 43-61. https://doi.org/10.5782/2223-2621.2021.24.3.43
Shake, M., & Riberio Soriano, D. (2021). How globalization is changing digital techology adoption: An intrnational perspective. Journal of Innovation & Knowledge, 6(4), 22-233 https://doi.org/10.1016/j.jik.2021.04.001
Siswoyo, S., & Muliyati, D. (2021). Relationship between information and communication technology literacy and the of English ability with learning outcomes of students of physics education program, FMIPA UNJ. In AIP Conference Proceedings, 2320(1), 020007. AIP Publishing LLC. https://doi.org/10.1063/5.0037486
Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M., & Bernstein, M. (2020). Digital divide among higher education faculty. International Journal of Educational Technology in Higher Education, 17, 1-16. https://doi.org/10.1186/s41239-020-00191-5
Svrcek, N. S., Rath, L., Olmstead, K., & Colantonio, K. (2022). We are still putting out fires: Considering educator intentionality in remote instruction during the COVID-19 pandemic. Education and Information Technologies, 27(1), 407-428. https://doi.org/10.1007/s10639-021-10679-w
Tomaszek, K., & Muchacka-Cymerman, A. (2019). Examining the Relationship Between Student School Burnout and Problematic Internet Use. Educational Sciences: Theory & Practice, 20(2), 16-31. https://eric.ed.gov/?id=EJ1251490
Van Welsum, D., & Montagnier, P. (2007). ICTs and Gender. OECD Digital Economy Papers, No. 129. OECD Publishing (NJ1). https://doi.org/10.1787/231011217663
Winn, J. G., Miller, M. L., Muglia, C., Stewart, C., & Wallach, R. (2022). Situating LIS pedagogy and curriculum in diversity, equity, inclusion, accessibility, and anti-racism: A reflection on process. Reference Services Review, 50(1), 148-160.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 María Sánchez Jiménez, Diego Vergara Rodríguez, Amelia Barrientos Fernández, María Nieto Sobrino
This work is licensed under a Creative Commons Attribution 4.0 International License.
