Resumen

FLORES-TENA, María José; ORTEGA-NAVAS, María del Carmen  y  SOUSA-REIS, Carlos. The Use of Digital ICT by Teachers and Their Adaptation to Current Models. Educare [online]. 2021, vol.25, n.1, pp.300-320. ISSN 1409-4258.  http://dx.doi.org/10.15359/ree.25-1.16.

In this article, we present a study intended to verify the importance and adequacy of the use of information and communication technologies (ICT) in the school environment for their greater adaptation to reality. This issue is reflected in the general objective, focused on determining the use made by teaching staff of new technologies in classrooms and their impact on the teaching-learning process of their students, taking into account the weaknesses present in the pedagogical foundations put forward by some of the most recent studies on the use and optimization of digital ICT in the classroom. The study has a quantitative, non-experimental, descriptive, and correlational design. In the study, 100 teachers of Compulsory Secondary Education (ESO) in institutes of Coimbra (Portugal) participated. An put forward questionnaire was developed to determine the use and frequency of new technologies in the classroom by the teaching staff. The data collected in the questionnaires were analyzed using the Statistical Package for the Social Sciences. The main conclusions confirm that there is still a need for an in-depth debate on the epistemological foundations implicit in the use of the new digital tools, and on whether ICTs are an adequate teaching tool, according to the current educational models, in time-cost terms for better student achievement and academic success. In fact, the debate is more than ever alive; new technologies have been increasingly implemented in the educational field during COVID-19 pandemics. This situation has even implied the suspension of in-person teaching activities that have led to the use of new technologies in the classroom immediately.

Palabras clave : Educational quality; epistemology; pedagogical strategies; Educational informatics; pedagogical models, information and communication technologies.

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