Impact of Emerging Tools Used by Basic Education Teachers within an Educational Policy Context
保存先:
| 著者: | , , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | Emerging digital tools have significantly impacted both students' and teachers' education. In response to this challenge, school authorities have implemented institutional technology provision policies through specific educational measures, enabling educators to access certified digital tools that support the modernization of teaching practices and their adaptation to digital education requirements. This study aims to examine teachers' use of technological tools in the classroom by identifying their motivations, preferences, and selection criteria. The research involved 92 secondary school teachers from a southeastern Mexican community, conducted during the first semester of 2024. Through content analysis, three discursive categories were established: Promoted and Adopted Emerging Tools, Spontaneously Adopted Emerging Tools, and Promoted but Ignored Emerging Tools. Teachers play a pivotal role in educational innovation and the adoption of new digital tools. However, resistance to change remains a persistent challenge. Therefore, educational policies must strengthen teacher training to ensure quality education aligned with the UN’s Sustainable Development Goal 4 (SDG 4). Achieving this requires active commitment from both educators and institutions toward digital transformation. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/1890 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/raie/article/view/1890 |
| キーワード: | educational policy educational technology basic education educational innovation política educacional tecnología educativa educación básica innovación educativa |