Equipment, educational level, uses of mobile phone of doctoral students from Pedagogic Experimental Libertador University

Abstract

This article is part of a quantitative and descriptive investigation, whose main objective was to classify doctoral students from Pedagogic Experimental Libertador University (UPEL), working asteachers in different education subsystems in Venezuela. The investigation focused on the following elements from e-learning and m-learning: equipment, educational level, personal and educational use of mobile phone. As part of the methodology, multivariate analysis techniques were used: Categorical Principal Components Analysis (CATPCA) and Cluster Analysis. The results show that the doctoral students were equipped and used ICT and mobile phone in their daily lives. However, only 4% of the sample was minnovative in the educational use of mobile phone, while 26% of the sample was not creative in the use of ICT on the Internet, and they did not use the mobile phone for the learning process. Likewise, 14% of the doctorates samples use very little technology in their educational practice. 98% did not have an educational level in m-learning, their only knowledge, in this area, was self-taught. They do not know in depth the educational use of ICT, and in particular, the learning opportunities offered by the mobile phone.

Este artículo es una investigación que forma parte de un proyecto, cuyo objetivo principal es clasificar los estudiantes doctorandos de la Universidad Pedagógica Experimental Libertador, quienes trabajan como docentes en los diferentes subsistemas de la educación venezolana. La investigación está focalizada a partir de los elementos: equipamiento, formación y uso personal y educativo, que conforman el proceso de m-aprendizaje (usando telefonía móvil). Como parte de la metodología se utilizaron técnicas de análisis estadístico multivariado: el Análisis de Componentes Principales Categóricos (CATPCA) y Análisis Cluster. Los resultados revelan que los doctorandos están equipados y usan las TIC y el móvil en su vida cotidiana; del mismo modo, el 14% de las muestras de doctorado utilizan muy poca tecnología en su práctica educativa. El 98% no tenían formación en m-learning, su único conocimiento, eran autodidacta. No conocen a profundidad el uso educativo de las TIC y en particular, de las oportunidades de aprendizaje que ofrece el teléfono móvil.