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A printed and online questionnaire was designed and validated, and descriptive and multivariate analyses were conducted using General Linear Model. Results identify distinct usage profiles across socio-labor variables and discuss related implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-30-patterns-of-use-of-five-digital-tools/600957/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-30-patterns-of-use-of-five-digital-tools/600957.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which five digital tools are analyzed in the study?","Question",{"text":112,"@type":113},"The study examines Google, Wikis, Blogs, YouTube, and WhatsApp, focusing on how teachers use them for teaching and evaluation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are teachers’ digital tool use patterns analyzed?",{"text":117,"@type":113},"A validated questionnaire is used, followed by descriptive and multivariate analysis with a General Linear Model to identify patterns linked to socio-labor variables.",{"name":119,"@type":110,"acceptedAnswer":120},"Which teacher and contextual variables are reported to influence technology use?",{"text":121,"@type":113},"The document highlights age, gender, professional experience, school type, and performance of academic positions, and also notes contextual factors such as institutional support and related artefacts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600957,1792188647,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Teachers 3.0: Patterns of use of five digital tool  \nTeachers 3.0: Patterns of Use of Five Digital Tools  \nSheila García-Martín  \n[sgarcm@unileon.es](sgarcm@unileon.es)  \nUniversity of León, Spain  \nIsabel Cantón-Mayo  \n[icanm@unileon.es](icanm@unileon.es)  \nUniversity of León, Spain  \nAbstract  \nNowadays, improvements in teaching are closely related to the use of technologies which have been defined as unprecedented educational tools . This study analyzes the use that 118 Spanish teachers make of five digital tools; Google, Wikis, Blogs, YouTube and WhatsApp in the educational center and the impact of the socio-labor variables of these teachers on the greater or lesser use of digital tools for teaching and evaluation . To this end, a questionnaire is designed and validated, in both its versions, printed and online, and two types of analysis are carried out, one descriptive and the other multivariate, using General Linear Model. The results show different patterns in the use of digital tools by teachers according to their age, gender, professional experience, type of school and performance of academic positions . The implications of these results are discussed and evaluated.  \nKeywords  \nICT; Digital competence; Technology use; Teaching; Educational Context  \nS.García-Martín and I.Cantón-Mayo  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n202  \nI. Introduction  \nThe more digitised society becomes, the greater the demand there is for digitally competent teachers capable of finding new ways to incorporate technologies in education (Instefjord & Munthe, 2017) . The ability to integrate and use technologies for educational purposes requires generic and specific teaching skills, known as professional digital competence (Lund, Furberg, Bakken & Engelien, 2014) .  \nPrevious research has reported a relationship between teachers’ level of digital competence and their use of technologies in schools (Almerich, Suárez, Jornet, & Orellana, 2011; Law & Chow, 2008; Tejedor & García-Valcárcel, 2006; Vargas-D’Uniam, Chumpitaz-Campos, Suárez-Díaz, & Badia, 2014) . Thus, exploratory studies such as those by Law and Chow (2008) and Tejedor and García-Valcárcel (2006) have found that teachers’ knowledge of technologies is a significant predictor of technology use in schools . Along the same lines, Puentes, Roig, Sanhueza and Friz (2010) have reported the existence of a causal relationship between teachers’digital knowledge and the use of technologies in education, while Condie, Munro, Muir and Collins (2005) found that a low level of digital competence in teachers was associated with scant use of technologies .  \nHowever, teachers’ use of technologies in education is a complex process that involves many factors besides their level of digital competence . Hence, there is a need to adopt a multivariate approach in research on information and communication technologies, viewing this phenomenon asthe result of a series of personal and contextual factors with potentially complex inter-relationships (Almerich, Suárez, Jornet & Orellana, 2011) .  \nTeachers’ adoption of technologies in the educational process may be influenced by personal factors such as age, sex, professional experience and experience in the use of technologies for educational purposes, and by their attitudes and beliefs regarding technologies (Schiller, 2003) . Research such as that by Huang and Liaw (2005) has found that teachers’attitudes to technologies influence acceptance of their usefulness and integration in the teaching-learning process . Other studies have reported that younger teachers with a higher educational level —doctoral studies—are more likely to use technologies in teaching (Meyer & Xu, 2009), and that male teachers have more positive attitudes towards technologies and use them more frequently in the educational process than female teachers (Yanti, Setiawan, Nurhabibah & Yannuar, 2018) .  \nContextual factors that ","cbCaimOZJpDSA4l4","https://ap.wps.com/l/cbCaimOZJpDSA4l4","pdf",387046,14,"English","# Introduction\n## Relationship between digital competence and technology use\n## Multivariate factors shaping technology adoption\n## Personal factors affecting adoption\n## Contextual factors affecting adoption\n## Prior research on specific digital tools","[{\"question\":\"Which five digital tools are analyzed in the study?\",\"answer\":\"The study examines Google, Wikis, Blogs, YouTube, and WhatsApp, focusing on how teachers use them for teaching and evaluation.\"},{\"question\":\"How are teachers’ digital tool use patterns analyzed?\",\"answer\":\"A validated questionnaire is used, followed by descriptive and multivariate analysis with a General Linear Model to identify patterns linked to socio-labor variables.\"},{\"question\":\"Which teacher and contextual variables are reported to influence technology use?\",\"answer\":\"The document highlights age, gender, professional experience, school type, and performance of academic positions, and also notes contextual factors such as institutional support and related artefacts.\"}]","Teachers 3.0: Patterns of Use of Five Digital Tools | PDF",1792091707,35]