Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile
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| Format: | Artículo científico |
| Sprache: | en |
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Universidad Nacional de Costa Rica
2024
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| _version_ | 1876424035307356160 |
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| author | Mariela Questa-Torterolo |
| author_facet | Mariela Questa-Torterolo |
| contents | Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile Mariela Questa-Torterolo Andrea Tejera-Techera Claudia Cabrera-Borges Educación Chile Uruguay teacher education Quality education educational technology Objective This article aims to compare the use and appropriation of digital technologies (ICT) by faculty in initial teacher training centers in Uruguay and Chile. Methodology This research employed a mixed, sequential exploratory, quantitative-qualitative approach and data analysis, including two stages: (I) an online questionnaire administered to directors of centers in Uruguay and Chile; (II) interviews and discussion groups with members of selected centers in each country.Results Results show that Chilean teachers most frequently use laptops, followed by cell phones. In Uruguay, the order is reversed. Concerning the use of ICT for pedagogical or professional development purposes, including videoconferencing, the creation of professional learning communities, and content creation, Chile is better positioned. Nonetheless, because of the pandemic and the adoption of other techniques, Uruguay has begun to increase its use of ICT for pedagogical purposes. Likewise, teachers have been identified both as facilitators of digital inclusion, thanks to their motivation, and as obstacles, due to fears, advanced age, and training. Conclusions These findings show the relevance to keep intervening at the level of teacher education as a key focus to improve digital inclusion for pedagogical and professional development purposes. 2024 artículo científico 1409-4258 https://www.redalyc.org/articulo.oa?id=194181725004 https://www.redalyc.org/journal/1941/194181725004/ https://www.redalyc.org/journal/1941/194181725004/html/ https://www.redalyc.org/journal/1941/194181725004/194181725004.epub https://www.redalyc.org/journal/1941/194181725004/movil 10.15359/ree.28-2.18429 en http://www.redalyc.org/revista.oa?id=1941 Revista Electrónica Educare application/pdf Universidad Nacional de Costa Rica Revista Electrónica Educare (Costa Rica) Num.2 Vol.28 |
| format | Artículo científico |
| id | redalyc_194181725004 |
| institution | Redalyc |
| language | en |
| publishDate | 2024 |
| publisher | Universidad Nacional de Costa Rica |
| spellingShingle | Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile Mariela Questa-Torterolo Educación Chile Uruguay teacher education Quality education educational technology Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile Mariela Questa-Torterolo Andrea Tejera-Techera Claudia Cabrera-Borges Educación Chile Uruguay teacher education Quality education educational technology Objective This article aims to compare the use and appropriation of digital technologies (ICT) by faculty in initial teacher training centers in Uruguay and Chile. Methodology This research employed a mixed, sequential exploratory, quantitative-qualitative approach and data analysis, including two stages: (I) an online questionnaire administered to directors of centers in Uruguay and Chile; (II) interviews and discussion groups with members of selected centers in each country.Results Results show that Chilean teachers most frequently use laptops, followed by cell phones. In Uruguay, the order is reversed. Concerning the use of ICT for pedagogical or professional development purposes, including videoconferencing, the creation of professional learning communities, and content creation, Chile is better positioned. Nonetheless, because of the pandemic and the adoption of other techniques, Uruguay has begun to increase its use of ICT for pedagogical purposes. Likewise, teachers have been identified both as facilitators of digital inclusion, thanks to their motivation, and as obstacles, due to fears, advanced age, and training. Conclusions These findings show the relevance to keep intervening at the level of teacher education as a key focus to improve digital inclusion for pedagogical and professional development purposes. 2024 artículo científico 1409-4258 https://www.redalyc.org/articulo.oa?id=194181725004 https://www.redalyc.org/journal/1941/194181725004/ https://www.redalyc.org/journal/1941/194181725004/html/ https://www.redalyc.org/journal/1941/194181725004/194181725004.epub https://www.redalyc.org/journal/1941/194181725004/movil 10.15359/ree.28-2.18429 en http://www.redalyc.org/revista.oa?id=1941 Revista Electrónica Educare application/pdf Universidad Nacional de Costa Rica Revista Electrónica Educare (Costa Rica) Num.2 Vol.28 |
| title | Uses and Appropriation of Technologies in Initial Teacher Training Centers: A Comparative Study in Uruguay and Chile |
| topic | Educación Chile Uruguay teacher education Quality education educational technology |
| url | https://www.redalyc.org/articulo.oa?id=194181725004 https://www.redalyc.org/journal/1941/194181725004/ https://www.redalyc.org/journal/1941/194181725004/html/ https://www.redalyc.org/journal/1941/194181725004/194181725004.epub https://www.redalyc.org/journal/1941/194181725004/movil |