Publication: ¿Innovación o resistencia? Comparativa de la intención de uso de futuros docentes de dispositivos móviles en evaluación educativa mediante PLS-SEM
Authors
Sánchez Prieto, José C. ; Olmos Miguelánez, Susana ; Ortiz López, Alberto
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.656221
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info:eu-repo/semantics/article
Description
Abstract
La tecnología y su aplicabilidad enevaluación educativa toman un papel relevante en los procesos de innovación, con repercusión directa tanto en la práctica docente como en la formación del profesorado. Por este motivo, analizar los factores que favoreceny limitansu adopción es esencial para diseñar estrategias formativas efectivas. Este estudio examina si la aceptación de dispositivos móviles en evaluación difieresegún el nivel educativo, centrándose en futuros docentes de Educación Infantil y Primaria. Para identificar las posibles diferencias, se aplicó un cuestionario basado en el Modelo de Aceptación Tecnológica(TAM), incluyendo sus constructos iniciales junto a la norma subjetiva, la ansiedad ante la tecnologíay la resistencia al cambio. Posteriormente, mediante un análisis de ecuaciones estructurales basado en mínimos cuadrados parciales (PLS-SEM), se contrastaron los datos de 268 futuros docentesmatriculados en losGrados en Maestro enlas Facultades deÁvila, Salamanca y Zamorade la Universidad de Salamanca. Los resultados muestran diferencias en los modelos, validándose en Educación Primaria un mayor número de hipótesis relacionales y explicando un mayor porcentaje de la varianza. Estos resultados justifican que la adopción tecnológica varía según el nivel educativo, lo que confirma la necesidad de adaptar la formación docente para atender estas singularidades.
Technology and its applicability in educational assessment play a key role in innovation processes, with direct implications for both teaching practice and teacher training. For this reason, analyzing the factors that facilitate and hinder its adoption is essential for designing effective training strategies. This study examines whether the acceptance of mobile devices in assessment differs according to the educational level, focusing on preservice teachers in Early Childhood and Primary Education. To identify potential differences, a questionnaire based on the Technology Acceptance Model (TAM) was applied, including its original constructs along with subjective norm, technology-related anxiety, and resistance to change. Subsequently, a Partial Least SquaresStructural Equation Modeling (PLS-SEM) analysis was conducted using data from 268 students enrolled in Teacher Education degrees at the faculties of Ávila, Salamanca, and Zamora of the University of Salamanca. The results show differences between the models, with a greater number of relational hypotheses validated and a higher percentage of explained variance in the Primary Education group. These results justify that technology adoption varies depending on the educational level, confirming the need to adapt teacher training to address these singularities.
Technology and its applicability in educational assessment play a key role in innovation processes, with direct implications for both teaching practice and teacher training. For this reason, analyzing the factors that facilitate and hinder its adoption is essential for designing effective training strategies. This study examines whether the acceptance of mobile devices in assessment differs according to the educational level, focusing on preservice teachers in Early Childhood and Primary Education. To identify potential differences, a questionnaire based on the Technology Acceptance Model (TAM) was applied, including its original constructs along with subjective norm, technology-related anxiety, and resistance to change. Subsequently, a Partial Least SquaresStructural Equation Modeling (PLS-SEM) analysis was conducted using data from 268 students enrolled in Teacher Education degrees at the faculties of Ávila, Salamanca, and Zamora of the University of Salamanca. The results show differences between the models, with a greater number of relational hypotheses validated and a higher percentage of explained variance in the Primary Education group. These results justify that technology adoption varies depending on the educational level, confirming the need to adapt teacher training to address these singularities.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), vol. 29, núm. 1, pp. 123-142.
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