Factors affecting the adoption of information and communication technologies in teaching

11 octubre, 2017 -

Salinas, Á.(a), Nussbaum, M.(b), Herrera, O.(c), Solarte, M.(d), Aldunate, R.(e),


(a)School of Education – CEPPE, Pontificia Universidad Católica de Chile, Avda. Vicuña Mackenna 4860, Macul, Santiago, 7820436, Chile
(b)Computer Science Department, School of Engineering – CEPPE, Pontificia Universidad Católica de Chile, Santiago, Chile
(c )Computer Engineering School, Universidad Católica de Temuco, Temuco, Chile
(d)Telematics Department, Electronic and Telecommunications Engineering School, Universidad del Cauca, Popayán, Cauca, Colombia
(e)Department of Kinesiology and Community Health, College of Applied Health Sciences, University of Illinois at Urbana-Champaign, Champaign, United States


EDUCATION AND INFORMATION TECHNOLOGIES 

Volumen: 22(5) Páginas: 2175-2196

DOI: https://doi.org/10.1007/s10639-016-9540-7

Fecha de publicación: 11 de octubre de 2017


Abstract

This study describes the level of adoption of information and communication technologies in teaching in three Latin American countries. It also analyzes factors that affect the process by which teachers incorporate these technologies into their classrooms. In order to do so, an online survey was conducted with 89 teachers. The results show that most of the teachers rated themselves at the highest levels of technology adoption. However, the analysis reveals differences between countries associated with individual-type factors, such as the perception of ICT’s contribution to teaching and learning, and the training and knowledge teachers have in this realm. By contrast, the professional culture was not correlated to these differences, and the various actors with which teachers interact, such as the education ministry and school administration, displayed a non-linear relationship with technology adoption. This suggests the need for a better understanding of the complex relationship between the culture, the various actors involved, and the degree to which teachers adopt technology in education. © 2016, Springer Science+Business Media New York.

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