Análisis sobre las percepciones de docentes en el uso y apropiación de las tecnologías de la información y la comunicación.
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| Title: | Análisis sobre las percepciones de docentes en el uso y apropiación de las tecnologías de la información y la comunicación. |
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| Alternate Title: | Analysis of Teachers’ Perceptions on the use and Appropriation of Information and Communication Technologies. Análise das percepções de docentes sobre o uso e apropriação das tecnologias de informação e comunicação. |
| Authors: | Ramírez Candamil, Juliana1 juliana.ramirez@ucaldas.edu.co, Peláez-Arango, Alejandro2 apelaez@umanizales.edu.co, Castaño Duque, Germán Albeiro3 gacastanod@unal.edu.co |
| Source: | Educación y Educadores. ene-abr2026, Vol. 28 Issue 1, p1-21. 21p. |
| Subject Terms: | *Public school teachers, *Technology education, *Teacher attitudes, *Education policy, *Educational technology, Information & communication technologies, Capacity building, Innovation adoption |
| Geographic Terms: | Latin America, Colombia |
| Abstract (English): | This research was conducted in four municipalities across the departments of Caldas and Sucre (Colombia), with the aim of understanding public school teachers’ perceptions regarding the use and appropriation of information and communication technologies (ICT) in teaching. Based on a sample of 414 teachers, a 49-question instrument was administered, from which 14 questions were analyzed, focusing on ICT competencies, attitudes, appropriation, and institutional technological infrastructure. Statistical analyses revealed significant differences associated with region, age, and gender. Younger teachers, particularly men, showed greater willingness and competence in the pedagogical use of ICT. Positive attitudes toward technology were linked to a higher likelihood of use, although barriers related to beliefs and technological confidence persist. The findings indicate that technological appropriation depends not only on technical factors but also on sociocultural and institutional conditions. It is recommended to design continuous training programs tailored by generation and context, promote communities of practice, and formulate educational policies that address regional and gender-based inequalities. The results provide key insights for advancing more inclusive, sustainable, and context-sensitive pedagogical models in Latin America. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Esta investigación se realizó en cuatro municipios de los departamentos de Caldas y Sucre (Colombia), con el objetivo de conocer las percepciones de docentes de escuelas públicas sobre el uso y apropiación de las tecnologías de la información y la comunicación (TIC) en la enseñanza. A partir de una muestra de 414 docentes, se aplicó un instrumento de 49 preguntas, de las cuales se analizaron 14 relacionadas con competencias TIC, actitudes, apropiación y dotación tecnológica institucional. Los análisis estadísticos revelaron diferencias significativas asociadas al territorio, la edad y el género. Se evidenció que los docentes más jóvenes, especialmente los hombres, manifiestan mayor disposición y competencia en el uso pedagógico de las TIC. Las actitudes positivas con la tecnología se asocian con una mayor probabilidad de uso, aunque persisten barreras vinculadas con creencias y confianza tecnológica. Los resultados muestran que la apropiación tecnológica no depende únicamente de factores técnicos, sino también de condiciones socioculturales e institucionales. Se recomienda diseñar programas de formación continua diferenciados por generación y contexto, promover comunidades de práctica y formular políticas educativas que reconozcan desigualdades regionales y de género. Los hallazgos ofrecen insumos clave para avanzar hacia modelos pedagógicos más inclusivos, sostenibles y contextualizados en América Latina. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Esta pesquisa foi realizada em quatro municípios de Caldas e Sucre (Colômbia), com o objetivo de conhecer as percepções de docentes da rede pública sobre o uso e apropriação das tecnologias de informação e comunicação (TIC) na educação. A partir de uma amostra de 414 professores, foi aplicado um instrumento de 49 questões, das quais foram analisadas 14 relacionadas às competências em TIC, às atitudes, à apropriação e à dotação tecnológica institucional. As análises estatísticas revelaram diferenças significativas associadas ao território, à idade e ao gênero. Evidenciou-se que os professores mais jovens, especialmente os homens, apresentam maior disposição e competência no uso pedagógico das TIC. Atitudes positivas em relação à tecnologia estão associadas a uma maior probabilidade de uso, embora persistam barreiras ligadas a crenças e confiança tecnológica. Os resultados indicam que a apropriação tecnológica não depende apenas de fatores técnicos, mas também de condições socioculturais e institucionais. Recomenda-se desenhar programas de formação contínua diferenciados por geração e contexto, promover comunidades de prática e formular políticas educacionais que reconheçam as desigualdades regionais e de gênero. Os achados oferecem insumos importantes para avançar em direção a modelos pedagógicos mais inclusivos, sustentáveis e contextualizados na América Latina. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This research was conducted in four municipalities across the departments of Caldas and Sucre (Colombia), with the aim of understanding public school teachers’ perceptions regarding the use and appropriation of information and communication technologies (ICT) in teaching. Based on a sample of 414 teachers, a 49-question instrument was administered, from which 14 questions were analyzed, focusing on ICT competencies, attitudes, appropriation, and institutional technological infrastructure. Statistical analyses revealed significant differences associated with region, age, and gender. Younger teachers, particularly men, showed greater willingness and competence in the pedagogical use of ICT. Positive attitudes toward technology were linked to a higher likelihood of use, although barriers related to beliefs and technological confidence persist. The findings indicate that technological appropriation depends not only on technical factors but also on sociocultural and institutional conditions. It is recommended to design continuous training programs tailored by generation and context, promote communities of practice, and formulate educational policies that address regional and gender-based inequalities. The results provide key insights for advancing more inclusive, sustainable, and context-sensitive pedagogical models in Latin America. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.1.6 |
