Modelos de integración didáctica de las TIC en el aula

  1. Manuel Area Moreira 1
  2. Victor Hernández Rivero 1
  3. Juan Jose Sosa Alonso 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Zeitschrift:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Datum der Publikation: 2016

Titel der Ausgabe: Comunicación, sociedad civil y cambio social

Nummer: 47

Seiten: 79-87

Art: Artikel

DOI: 10.3916/C47-2016-08 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Comunicar: Revista Científica de Comunicación y Educación

Ziele für nachhaltige Entwicklung

Zusammenfassung

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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Fuente de los datos: Dialnet