ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the
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ICT resources for research: an ANOVA analysis on the digital research skills of higher education teachers comparing the areas of knowledge within each gender Francisco D. Guillén-Gámez 1 & Julio Ruiz-Palmero 2 & Enrique Sánchez-Rivas 3 & Ernesto Colomo-Magaña 3 Received: 2 March 2020 / Accepted: 24 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Research skills are part of the academic activities of Higher Education teachers. Regardless of the knowledge area they teach, there is a need to observe, reflect, select, analyse and communicate scientific results using technological advances. The aim of this study is to analyse the use that teachers make of different ICT resources for research in terms of gender, comparing within each gender the different areas of knowledge to which the teachers belong (Science and Engineering-Architecture, Health Sciences, Art-Humanities and Social-Legal Sciences). To this end, an ex post facto design through surveys was used with a sample of 867 university teachers in the Spanish education system. For the comparative analysis, univariate ANOVA by multiple comparisons was used. The findings revealed that teachers have, in general terms and in both genres, an average level of use, highlighting more use in digital databases, academic Google, high-impact journal websites, and very little use in data analysis software, mainly in qualitative software. The results highlighted that the EngineeringArchitecture area is the one that makes the greatest use of ICT for research in comparison with the Art-Humanities area which uses ICT resources the least. The results demonstrate the need to develop procedural and cognitive skills in teaching staff in the most needed areas, not only to encourage them to continue researching and sharing the results acquired, but also to attend and prepare students in research skills so that they can continue learning and increasing their academic and professional training once the university stage is over. Keywords Teaching staff . Higher education . Use . Digital research skills . ICT resources . Areas of knowledge . Gender
* Francisco D. Guillén-Gámez [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction The ways of improving the education provided by Higher Education teachers have been substantially evolving in accordance with the requirements not only of the Twenty-first Century society but also by the inclusion of ICT as a transversal resource to be used in any branch of knowledge (Varela-Ordorica and Valenzuela-González 2020). Therefore, teacher training is itself an increased challenge, of arduous training, but absolutely necessary in order to prepare students for success in the labour market (Picatoste et al. 2018). The study of digital competence in of Higher Education teachers has been highlighted by numerous authors in recent years (Cabero and Barroso 2016; Blanchard et al. 2019; Peña et al. 2019; Chanunan and Brückner 2019; Cu
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