How are ICT used in the classroom? A study of teachers’ beliefs and uses

  1. Carlos de Aldama 1
  2. Juan Ignacio Pozo 1
  1. 1 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2016

Volume: 14

Issue: 39

Pages: 253-286

Type: Article

DOI: 10.14204/EJREP.39.15062 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Sustainable development goals

Abstract

Introducción. Numerosos estudios muestran que un factor clave para explicar la forma en que los docentes usan las Tecnologías de la Información y Comunicación (TIC) en las aulas son las creencias que mantienen en relación con estos dispositivos como herramientas de enseñanza y aprendizaje. Este trabajo analiza la relación entre esas creencias y el uso que hacen los docentes de las TIC en el aula a través del diseño de un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC. Método: Aplicamos un cuestionario de preguntas abiertas sobre creencias y usos de las TIC a 16 docentes de Infantil y Primaria y analizamos 42 actividades propuestas por ellos donde las TIC tuvieran un papel relevante. Para analizar las respuestas, diseñamos un Sistema Categorial para el Análisis de las Creencias y Usos de las TIC, basado en tres dimensiones fundamentales: qué es lo que los profesores dicen enseñar, qué procesos psicológicos activan en sus estudiantes y las tareas o actividades que proponen para alcanzar sus objetivos de aprendizaje. Resultados: Los resultados indican que existe una distancia considerable entre las creencias sostenidas por los profesores y el uso educativo que realmente hacen de las TIC. Mientras que los profesores afirman que las TIC son buenas herramientas para diseñar entornos de aprendizaje significativos centrados en el alumno, la mayoría de las actividades propuestas favorecen formas de enseñanza tradicionales centradas en el contenido. Conclusiones y discusión: El artículo concluye con algunas reflexiones y sugerencias para una verdadera integración de las TIC en el aula basada en una nueva cultura del aprendizaje.

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Funding information

The Spanish Ministry of Economy and Competitiveness has supported this research through the Project EDU2013-47593-C2-1-P

Funders

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