Publication: Factores que dificultan la integración
de las TIC en las aulas
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Date
2015
Authors
González Pérez, Alicia ; Pablos Pons, Juan de
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.33.2.198161
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info:eu-repo/semantics/article
Description
Abstract
Este artículo incorpora parte de los resultados de una investigación sobre algunos factores
que dificultan y obstaculizan el éxito de la implantación de las políticas educativas TIC en centros
de enseñanza obligatoria de las comunidades de Andalucía, Canarias, Extremadura y País
Vasco, además de ver si existen diferencias entre ellas. La información se ha obtenido a partir
de una escala tipo Likert que está basada en resultados de otras investigaciones nacionales e
internacionales acerca del objeto de estudio. La muestra se compone de 49 centros de educación
obligatoria de las comunidades participantes. Según los resultados obtenidos se corrobora que la
escala utilizada es válida y fiable. Además del análisis global de medias se extrae que ‘el tiempo
y dedicación para la incorporación de las TIC en la enseñanza’ y que ‘los profesores tienen
conocimientos y habilidades básicas en TIC’ son variables que dificultan la implantación de las
políticas educativas TIC en los centros escolares. Por ello, este estudio puede ser muy interesante
a considerar a la hora de planificar nuevas políticas educativas TIC.
This article presents some of the findings of a study on factors which hinder successful implementation of educational ICT policies in compulsory schools in Andalusia, the Canary Islands, Extremadura and the Basque Country. It also provides information about the differences between these regions. Data have been obtained from a Likert scale developed by other national and international researches working on the same issue. The sample consists of 49 compulsory schools from the participant regions. The results confirm that the scale used is valid and reliable. In addition to the overall analysis of the extracted average, we found that ‘time and dedication to the integration of ICT in education’ and ‘teachers basic ICT skills’ are variables that hinder the implementation of educational ICT policies in schools. Therefore, it would be beneficial to consider the results of this study in future educational ICT policies.
This article presents some of the findings of a study on factors which hinder successful implementation of educational ICT policies in compulsory schools in Andalusia, the Canary Islands, Extremadura and the Basque Country. It also provides information about the differences between these regions. Data have been obtained from a Likert scale developed by other national and international researches working on the same issue. The sample consists of 49 compulsory schools from the participant regions. The results confirm that the scale used is valid and reliable. In addition to the overall analysis of the extracted average, we found that ‘time and dedication to the integration of ICT in education’ and ‘teachers basic ICT skills’ are variables that hinder the implementation of educational ICT policies in schools. Therefore, it would be beneficial to consider the results of this study in future educational ICT policies.
Citation
Revista de Investigación Educativa, V. 33, N. 2, 2015
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