Modelos de integración didáctica de las TIC en el aula

  1. Manuel Area Moreira
  2. Víctor M. Hernández Rivero
  3. Juan José Sosa Alonso
Journal:
Comunicar: Revista científica iberoamericana de comunicación y educación

ISSN: 1134-3478

Year of publication: 2016

Issue: 47

Pages: 79-87

Type: Article

Export: RIS
DOI: 10.3916/c47-2016-08 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

Cited by

  • Dialnet Métricas Cited by: 70 (11-11-2021)

JCR (Journal Impact Factor)

  • Year 2016
  • Journal Impact Factor: 2.212
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 29/235 (Ranking edition: SSCI)
  • Area: COMMUNICATION Quartile: Q1 Rank in area: 12/79 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2016
  • SJR Journal Impact: 1.265
  • Best Quartile: Q1
  • Area: Communication Quartile: Q1 Rank in area: 24/432
  • Area: Cultural Studies Quartile: Q1 Rank in area: 11/947
  • Area: Education Quartile: Q1 Rank in area: 91/1361

Índice Dialnet de Revistas

  • Year 2016
  • Journal Impact: 2.950
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 1/231
  • Field: COMUNICACIÓN Quartile: C1 Rank in field: 1/62

CIRC

  • Social Sciences: A+

CiteScore

  • Year 2016
  • CiteScore of the Journal : 4.1
  • Area: Cultural Studies Percentile: 99
  • Area: Communication Percentile: 94
  • Area: Education Percentile: 93

Abstract

We present in this paper the results of a study analyzing the scope and use that teachers make of ICT in classrooms and schools with abundant availability of information and communication technologies: one computer per student, interactive whiteboards, multimedia projectors and internet access. The main goal of this study is to detect models or patterns of educational use of ICT resources available in classrooms related to some personal and professional characteristics of the teachers that took part in the study, such as gender, years of experience, educational stage, digital competence and degree of use of ICT in their daily lives. A descriptive correlational design based on a survey study answered by over 3160 teachers from all over Spain who participated in the School Program 2.0 was used. The results show two clear different patterns of ICT use according to frequency and type of tasks assigned to the students: a weak integration-teaching model against a strong educational integration of ICTs. We come to the conclusion that teachers who develop a model of intensive educational use of ICTs are teachers with many years of professional experience, that make regular use of ICTs and, moreover, perceive themselves as sufficiently trained and with a highly developed digital competence.

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