Las tecnologías móviles en educación primaria: estudio sobre la actitud de los futuros docentes

  • Francisco José García-Peñalvo Universidad de Salamanca
  • Susana Olmos Migueláñez Universidad de Salamanca
  • José Carlos Sánchez-Prieto Universidad de Salamanca
Palavras-chave: TAM. Aceptación tecnológica. Dispositivos móviles. Estudiantes universitarios. Profesores. Educación primaria.

Resumo

La incorporación de las tecnologías móviles al ámbito educativo puede aportar importantes ventajas que faciliten la flexibilidad y accesibilidad del proceso de enseñanza aprendizaje. A nivel institucional y social existe un interés en explorar las capacidades didácticas de estos dispositivos, como evidencia el creciente número de iniciativas gubernamentales destinadas a fomentar su integración en los distintos niveles del sistema educativo. Para que estas iniciativas tengan el éxito esperado es necesaria la implicación y colaboración del cuerpo docente. El estudio de la actitud del profesorado resulta, por tanto, fundamental para orientar el proceso de innovación tecnológica. En el presente artículo presentamos los resultados de un estudio descriptivo sobre la aceptación de tecnologías móviles entre los estudiantes de 1º del Grado de Maestro en Educación Primaria de la Universidad de Salamanca en España. Para la realización del estudio se ha aplicado un cuestionario basado en el modelo TAM (Technology Acceptance Model) expandido con conceptos procedentes de otras teorías. El modelo propuesto incluye los constructos: auto-eficacia, ansiedad ante los dispositivos móviles, utilidad percibida, facilidad de uso percibida e intención conductual de uso. Los resultados muestran una disposición generalmente favorable de los alumnos hacia el uso de estos dispositivos en su futura práctica docente. El contraste de hipótesis refleja importantes diferencias en las medias en función del centro educativo y algunas diferencias en función del género.

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Publicado
2015-12-01
Seção
Artigos