Innovative Practices Mediated by Digital Technologies in Secondary Education: An Analysis Based on the Gender and Age of Teachers
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Autores: | , , , |
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Formato: | artículo original |
Estado: | Versión publicada |
Fecha de Publicación: | 2024 |
Descripción: | Pedagogical practices and their correlation with the utilization of innovative actions facilitated by Information and Communication Technologies (ICT) significantly influence the development of teachers' digital competencies. This study aims to provide a descriptive and multivariate assessment of the adoption of innovative digital technology actions among secondary education teachers, with a focus on gender and age variables. The research is quantitative, non-experimental, descriptive, and correlational in nature. Data collection involved an instrument comprising five dimensions: resistance to change, trust, perceived usefulness, ease of use, and intention to use, administered to 165 secondary education teachers in Colombia. Findings from descriptive and inferential analyses using non-parametric tests (Mann-Whitney U Test and Kruskal-Wallis Test) indicate a positive perception and adoption of ICT-mediated innovative actions by teaching staff. Significant differences were observed across all dimensions concerning gender and age, except for perceived usefulness in relation to age. |
País: | Portal de Revistas UCR |
Institución: | Universidad de Costa Rica |
Repositorio: | Portal de Revistas UCR |
Lenguaje: | Español |
OAI Identifier: | oai:portal.ucr.ac.cr:article/58597 |
Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/58597 |
Palabra clave: | Enseñanza secundaria Innovación pedagógica Docente de secundaria Tecnología educacional Secondary Education Pedagogical Innovations Secondary School Teachers Educational Technology |