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Burrola Vásquez, M., & Vera Noriega, J. Ángel. (2013). Study about ICT skills in junior high school teachers under Mexico’s educational reform. International Journal of Psychological Research, 6(2), 59–70. https://doi.org/10.21500/20112084.686
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The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Abstract
This study sought to identify the management that junior high school teacher in Mexico gives to Information and Communication Technologies (ICT) as well as their attitudes and uses of digital devices, particularly in the framework of secondary school reform, using an instrument based on the ICT Competency Standards for Teachers (UNESCO, 2008), led to 350 teachers in four municipalities of Nuevo Leon, Mexico selected through random sampling for a confidence level of 95 to 5 error and probability .05, of a universe of the metropolitan area of Monterrey. The results indicate that when digital communication is more used, it is more likely also its integration in in the classroom. At the end, it was found the level of ICT knowledge of teachers in an instrumental phase as well, which should lead to change teaching practice and public policy in this area.
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References
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basica.sep.gob.mx/reformaintegral/sitio/pdf/.../Acdo384.pdf
Domingo, M., & Marqués, P. (2011). Aulas 2.0 y uso de las TIC en la práctica docente. Comunicar, 37, 169-175. doi:10.3916/C37-2011-03-2009
Gargallo, B., Suárez, J., & Almerich, G. (2006). La influencia de las actitudes de los profesores en el uso de las nuevas tecnologías. Revista española de Pedagogía, 233, 45-66.
Gutiérrez, A. (2008). Las TIC en la formación del maestro.”Realfabetización” digital del profesorado. Revista Interuniversitaria de Formación del Profesorado, 22, 191-206.
Instituto Canario de Evaluación y Calidad Educativa. (2004). En Navarro C. & Alcocel M. (Eds.), Competencias básicas en las tecnologías de la información y la comunicación (pp. 19-49). Canarias: Ediciones Educativas Canarias.
Kafyulilo, A., & Keengwe, J. (2013). Teachers’ perspectives on their use of ICT in teaching and learning: A case study. Journal of Education and Information Technologies. doi: 10.1007/s10639-013-9259-7
López, F., & Angulo R. (2006). La Reforma de la Educación Secundaria en México. Revista Mexicana De Investigación Educativa, 11(31), 1427-1450.
Pedró, F. (2011). ¿Dónde estamos? Tecnología y escuela: lo que funciona y por qué [Documento Básico] (pp. 17-24). Retrieved From http://www.fundacionsantillana.com/upload/ficheros/noticias/201111/documento_bsico.pdf
Pelgrum, W., & Voogt, J. (2009). School and teacher factors associated with frecuency of ICT use by mathematics teachers: Country comparisons, Journal of Education and Information Technologies, 14, 293-308. doi: 10.1007/s10639-009-9093
Ramírez, E., Cañedo, I., & Clemente, M. (2012). Las actitudes y creencias de los profesores de secundaria sobre el uso de Internet en sus clases. Comunicar, 19, 147-155. doi: 10.3916/C38-2012-03-06
Almerich, G., Suárez, J., Jornet, J., & Orellana, M. (2011). Las competencias y el uso de las Tecnologías de la Información y comunicación por el profesorado: estructura dimensional. Revista Electrónica de investigación Educativa, 13(1), 28-42. Retrieved From: http://redie.uabc.mx/vol13no1/contenido-almerichsuarez.html
Area, M., Cepeda, O., González, D., & Sanabria, A. (2010). Un análisis de las actividades didácticas con TIC en aulas de educación secundaria. Revista de Medios y Educación, 38. Retrieved From http://www.sav.us.es/pixelbit/actual/15.pdf
Coll, C., Mauri, T., & Onrubia, J. (2008). Análisis de los usos reales de las tic en contextos educativos formales: una aproximación sociocultural. Revista Electrónica de Investigación Educativa, 10. Retrieved From http://redie.uavc.mx/vol10no1/contenido-coll2.html
Diario Oficial de la Federación de México, Secretaría de Educación Pública. (2006). Acuerdo 384. Retrieved From:
basica.sep.gob.mx/reformaintegral/sitio/pdf/.../Acdo384.pdf
Domingo, M., & Marqués, P. (2011). Aulas 2.0 y uso de las TIC en la práctica docente. Comunicar, 37, 169-175. doi:10.3916/C37-2011-03-2009
Gargallo, B., Suárez, J., & Almerich, G. (2006). La influencia de las actitudes de los profesores en el uso de las nuevas tecnologías. Revista española de Pedagogía, 233, 45-66.
Gutiérrez, A. (2008). Las TIC en la formación del maestro.”Realfabetización” digital del profesorado. Revista Interuniversitaria de Formación del Profesorado, 22, 191-206.
Instituto Canario de Evaluación y Calidad Educativa. (2004). En Navarro C. & Alcocel M. (Eds.), Competencias básicas en las tecnologías de la información y la comunicación (pp. 19-49). Canarias: Ediciones Educativas Canarias.
Kafyulilo, A., & Keengwe, J. (2013). Teachers’ perspectives on their use of ICT in teaching and learning: A case study. Journal of Education and Information Technologies. doi: 10.1007/s10639-013-9259-7
López, F., & Angulo R. (2006). La Reforma de la Educación Secundaria en México. Revista Mexicana De Investigación Educativa, 11(31), 1427-1450.
Pedró, F. (2011). ¿Dónde estamos? Tecnología y escuela: lo que funciona y por qué [Documento Básico] (pp. 17-24). Retrieved From http://www.fundacionsantillana.com/upload/ficheros/noticias/201111/documento_bsico.pdf
Pelgrum, W., & Voogt, J. (2009). School and teacher factors associated with frecuency of ICT use by mathematics teachers: Country comparisons, Journal of Education and Information Technologies, 14, 293-308. doi: 10.1007/s10639-009-9093
Ramírez, E., Cañedo, I., & Clemente, M. (2012). Las actitudes y creencias de los profesores de secundaria sobre el uso de Internet en sus clases. Comunicar, 19, 147-155. doi: 10.3916/C38-2012-03-06
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