Sustainability and Educational Technology—A Description of the Teaching Self-Concept
The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived...
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doaj-3ae9d57ceac845b8b63fcc126da44d4c2020-12-11T00:01:43ZengMDPI AGSustainability2071-10502020-12-0112103091030910.3390/su122410309Sustainability and Educational Technology—A Description of the Teaching Self-ConceptSalvador Baena-Morales0Rosabel Martinez-Roig1María J. Hernádez-Amorós2Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainDepartment of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, SpainThe work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.https://www.mdpi.com/2071-1050/12/24/10309educational technologyeducation for sustainable developmentcompetency-based teachingself-evaluation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Salvador Baena-Morales Rosabel Martinez-Roig María J. Hernádez-Amorós |
spellingShingle |
Salvador Baena-Morales Rosabel Martinez-Roig María J. Hernádez-Amorós Sustainability and Educational Technology—A Description of the Teaching Self-Concept Sustainability educational technology education for sustainable development competency-based teaching self-evaluation |
author_facet |
Salvador Baena-Morales Rosabel Martinez-Roig María J. Hernádez-Amorós |
author_sort |
Salvador Baena-Morales |
title |
Sustainability and Educational Technology—A Description of the Teaching Self-Concept |
title_short |
Sustainability and Educational Technology—A Description of the Teaching Self-Concept |
title_full |
Sustainability and Educational Technology—A Description of the Teaching Self-Concept |
title_fullStr |
Sustainability and Educational Technology—A Description of the Teaching Self-Concept |
title_full_unstemmed |
Sustainability and Educational Technology—A Description of the Teaching Self-Concept |
title_sort |
sustainability and educational technology—a description of the teaching self-concept |
publisher |
MDPI AG |
series |
Sustainability |
issn |
2071-1050 |
publishDate |
2020-12-01 |
description |
The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability. |
topic |
educational technology education for sustainable development competency-based teaching self-evaluation |
url |
https://www.mdpi.com/2071-1050/12/24/10309 |
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