Abstract
The development of technologies together with the new formats, pedagogies and methodologies that they make possible and the characteristics of the youngsters are forcing higher education institutions to change. In order to fill the gap between school and the world outside school, some teachers are adopting and using these technologies. However, there is not enough information available about how they are doing that, if they really use them and, when they do, how do they do it. In this quantitative study, teachers and students were questioned about the use of technologies in the classroom. Results show that although teachers know how to use technology, and advocate they use it, it is still not clear the purpose they use it. The reasons advanced for this situation are the technology itself and, in some cases, with the curriculum. Future work should focus on the analysis of the way teachers really use the technology, thus it will be possible to provide the training and support to help them to fully take advantage of the technologies with pedagogical purposes.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Prensky, M.: Digital natives, digital immigrants. Horizon 9(5) (2001). http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prensky, M.: The Emerging Online Life of the Digital Native: What they do differently because of technology and how they do it (2004). http://www.bu.edu/ssw/files/pdf/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-033.pdf
UNESCO: Open and Distance Learning Trends, Policy and Strategy Considerations (2002). http://unesdoc.unesco.org/images/0012/001284/128463e.pdf
UNESCO: ICTs for Higher Education – Background Paper Commonwealth of Learning, Paris (2009). http://whatis.techtarget.com/definition/ICT4D-Information-and-Communications-Technologies-for-Development
LaReau, J.: Work-life balance? for Gen Z, it’s work-life blend. Automot. News 91(6) (2017)
Reed, C.: What makes ‘Y’ tick. Brand Strategy 209(38) (2017)
Stephen, D.: Move Over Millennials, Here Comes Generation Z: Understanding the ‘New Realists’ Who Are Building the Future (2015). https://www.prsa.org/Intelligence/Tactics/Articles/view/11057/1110/Move_Over_Millennials_Here_Comes_Generation_Z_Unde#VmmUABorKi5
Bomsdorf, B.: Adaptation of learning spaces: supporting ubiquitous learning in higher distance education. In: Mobile Computing and Ambient Intelligence: The Challenge of Multimedia. Dagstuhl Seminar Proceedings (2005). http://drops.dagstuhl.de/opus/volltexte/2005/371
Ryshke, R.: What qualities make for an ideal school or classroom? (2013). https://rryshke.blog/2013/02/24/what-qualities-make-for-an-ideal-school-or-classroom/
Bulger, M.: Personalized Learning: The Conversations We’re Not Having, Working Paper (2016). https://datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf
Mesquita, A., Moreira, F., Peres, P.: Customized x-learning environment. In: Proceedings of ICERI 2016, 14th–16th November 2016, vol. 1, pp. 835–843 (2016)
Jump, L: The experiences of University Lecturers when enhancing their teaching through the use of digital technology: a systematic review, pp. 55–68 (2011). https://www.heacademy.ac.uk/system/files/lynne_jump_greenwich-1.pdf
Moreira, F., Ferreira, M.J., Cardoso, A: Higher education disruption through IoT and big data: a conceptual approach. In: Learning and Collaboration Technologies. Novel Learning Ecosystems, Part I. LNCS, vol. 10295, pp. 389–405. Springer (2017)
Reid, P.: Categories for barriers to adoption of instructional technologies. Educ. Inf. Technol. 19(2), 383–407 (2014)
Reid, P.: Supporting instructors in overcoming self-efficacy and background barriers to adoption. Educ. Inf. Technol. 22(1), 369–382 (2017)
Rogers, E.: Diffusion of Innovations. The Free Press, New York (1995)
Campenhoudt, L., Quivy, R.: Manual de Investigação em Ciências Sociais. Gradiva Publicações (2008)
Peres, P., Pimenta, P.: Teorias e Práticas de b-Learning. Edições Sílabo (2011)
Rodrigues, S., Rocha, Á., Abreu, A.: The use of moodle in higher education evolution of teacher’s practices over time. In: 2017 12th Iberian Conference on Information Systems and Technologies (CISTI), pp. 1–4. IEEE (2017)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this paper
Cite this paper
Mesquita, A., Peres, P., Moreira, F. (2018). The Use of Technology in Portuguese Higher Education: Building Bridges Between Teachers and Students. In: Rocha, Á., Adeli, H., Reis, L., Costanzo, S. (eds) Trends and Advances in Information Systems and Technologies. WorldCIST'18 2018. Advances in Intelligent Systems and Computing, vol 746. Springer, Cham. https://doi.org/10.1007/978-3-319-77712-2_127
Download citation
DOI: https://doi.org/10.1007/978-3-319-77712-2_127
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-77711-5
Online ISBN: 978-3-319-77712-2
eBook Packages: EngineeringEngineering (R0)