ICT use by pre-service foreign languages teachers according to gender, age and motivation

In the area of foreign languages, it is necessary to develop the digital competence of future teachers in order to improve the teaching-learning process that they will carry out with their students. However, different intrinsic variables of teachers can influence their use of information and communi...

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Bibliographic Details
Published in:Cogent education 2019-01, Vol.6 (1)
Main Authors: Guillén-Gámez, Francisco D., Lugones, Ana, Mayorga-Fernández, M. José
Format: Article
Language:English
Subjects:
age and language learning
Age Differences
Classroom communication
Educational research
Educational Technology
Elementary education
Elementary School Teachers
Foreign Countries
Foreign language instruction
Gender
Gender Differences
Language Teachers
Learning Processes
literacy
Motivation
Pedagogy
Preservice Teachers
Primary Education
Second language instruction
teacher education
Teacher Motivation
Teachers
Teaching
technology
Technology Integration
Technology Uses in Education
Web 2.0
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Summary:In the area of foreign languages, it is necessary to develop the digital competence of future teachers in order to improve the teaching-learning process that they will carry out with their students. However, different intrinsic variables of teachers can influence their use of information and communication technologies (ICT). The main objective of this study is to analyse the use of ICT by future primary education teachers. The secondary objective is to find out whether age, gender and motivation affect their use of ICT. Non-experimental research has been carried out with a sample of 134 future teachers, specifically those teaching foreign languages. The results show that the future teachers of foreign languages have a pedagogical digital competence in the use of medium-low ICT, their most used technological devices being laptops and projectors. Moreover, they do not use Web 2.0 tools when teaching languages. Regarding gender, it can be seen that there are no significant differences, while the age variable does influence the level of pedagogical digital competence. In addition, it has been confirmed that motivation constitutes an essential variable at the pedagogical digital competence level, both in terms of the use of technological devices, as well as the use of Web 2.0 tools and of Learning Management Systems.
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2019.1574693