Percepción de los profesores sobre integración de TIC en las prácticas de enseñanza en relación a los marcos normativos para la profesión docente en Chile

Herrera, Marcelo Arancibia; Fernández, Daniela Cosimo; Seguel, Roberto Casanova

doi:10.1590/s0104-40362017002501119

Cited by 13 publications

(8 citation statements)

References 6 publications

(2 reference statements)

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“…1), in this current study it was determined whether gender and age have any impact on the adoption of ICTs by teachers of elementary and middle schools. It is assumed that the use of ICTs is voluntary and previous experience was not considered relevant since teachers in Chile have a high ICT knowledge (Arancibia, Cosimo, & Casanova, 2018). First, it was evaluated whether gender and age directly influence the intention and use of technology.…”

Section: Resultsmentioning

confidence: 99%

Innovativeness and Factors that Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile

López-Pérez¹,

Ramírez-Correa²,

Grandón³

2019

Informatics in Education

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This research examines the factors that influence the intention to use information technology in the classroom by primary school teachers based on the Unified Theory of Acceptance and Use of Technology and their technological predisposition. In particular, the relationship between teachers' innovativeness and their beliefs associated with the use of technology in the classroom was analyzed. To this end, 212 teachers from three provinces of Chile were surveyed. Data were analyzed using partial least squares statistical technique. Results indicate that performance expectancy, social influence, and facilitating conditions influence the intention to use information technology in the classroom. It was found that the intention to use construct is a determinant of the use of technology, which validates the robustness of the model in a context of primary education. In addition, it was validated that teachers' innovativeness determines their beliefs about the use of information technology in the classroom.

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Section: Resultsmentioning

confidence: 99%

Innovativeness and Factors that Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile

López-Pérez¹,

Ramírez-Correa²,

Grandón³

2019

Informatics in Education

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“…En los estudios mencionados, los sujetos han sido estudiantes y/o docentes, y está presente la apreciación de que las creencias y concepciones sobre la matemática condicionan sus prácticas pedagógicas, ya que los docentes de matemáticas las pueden concebir de manera distinta, por ejemplo, utilizando tecnologías (Arancibia et al, 2016;Arancibia et al, 2018;Climent et al, 2013;De Araujo et al, 2017;Grisales, 2018;Téliz, 2015).…”

Section: Perspectivas De Enseñanza | Revista Virtualunclassified

Perspectivas de enseñanza en docentes que integran una red de matemáticas: percepciones sobre la integración de TIC y las formas de enseñar

Suárez

2020

Rev.virtual univ. catol. norte

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El estudio pretendió identificar las perspectivas de enseñanza, las percepciones en la forma de enseñar y las intenciones de integración de las TIC. La investigación se contextualizó dentro del enfoque cuantitativo no experimental transaccional, de carácter descriptivo; así como la técnica cualitativa basada en los grupos de discusión, en un ambiente permisivo, no directivo. La muestra estuvo conformada por 28 docentes que forman parte de la Red de experiencias matemáticas de Norte de Santander-Colombia. Los instrumentos empleados fueron el inventario acerca de las perspectivas de enseñanza (Teaching Perspectives Inventory –TPI-), una pregunta para medir el nivel de uso de las TIC y los registros de la reactividad de los docentes, a través de una discusión grupal en un foro virtual, donde se halló que la perspectiva de enseñanza dominante es la de acompañamiento. Se concluyó que la integración de las TIC está influenciada por las creencias y determina en la práctica la forma de enseñar las matemáticas.

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“…Teachers' perception of the integration of technologies, the competencies they possess and their relationship are public policies that have also been subject of research. An example is the study carried out by Herrera et al (2018), who conclude that perceptions and experience of teachers are fundamental factors for the educational integration of ICTs and that there is not necessarily a relationship between their learning and the requirements of the regulations.…”

Section: Models For the Pedagogical Integration Of Information And Comentioning

confidence: 99%

Models for the pedagogical integration of information and communication technologies: a literature review

Sosa

Manzuoli

2019

Ensaio: aval.pol.públ.Educ.

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Education was, is and will continue to be a field full of questions: Why to teach? What to teach? How to teach? What, how and when to evaluate? Moreover, while the same questions persist, answers to them do not. They are dynamic, and they are transformed according to the demands of the family, the company and government policies. To address these considerations, this article aims to present the results of research into the literature of the last two decades on the elements that characterize a pedagogical model and that have been taken into account in explorations with regard to the educational integration of information and communication technologies and to identify gaps for future research. The results show that only 11% of the literature reviewed addresses the four questions listed above and concludes on the need to deepen the factors that affect the success of the changes that are introduced in the school, which seek to generate processes of educational transformation, from a holistic perspective.

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Percepción de los profesores sobre integración de TIC en las prácticas de enseñanza en relación a los marcos normativos para la profesión docente en Chile

Cited by 13 publications

References 6 publications

Innovativeness and Factors that Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile

Innovativeness and Factors that Affect the Information Technology Adoption in the Classroom by Primary Teachers in Chile

Perspectivas de enseñanza en docentes que integran una red de matemáticas: percepciones sobre la integración de TIC y las formas de enseñar

Models for the pedagogical integration of information and communication technologies: a literature review

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