The Use of ICT in Educational Institutions in Paraguay and the Factors That Intervene

Abstract

Research in education has produced vast information about the use of technology for the development of classes around the world. In Paraguay, there have been in-itiatives that promote the use of technology in schools to enhance the teaching and learning process. The objective of this study is to examine the use and scope of ICT in the classroom and to better understand teaching experiences in secondary education in Paraguay. The methodology used was quantitative and qualitative by means of an online questionnaire with closed and open-ended questions consist-ing of 30 questions on access to and use of technology in the classroom, teacher skills and training, and level of institutional support. Results include three factors associated with the professional perception of ICTs and 7 factors associated with the degree of appropriation of ICT as well as factors related to teachers’ compe-tency levels and differences between rural and urban areas. These findings call for first of all a stronger emphasis on universal access from the public policy point of view in order for the affordances of ICT to be available to all.

ICT Training Perception of Professionals in Functional Diversity in Granada

“…Numerous studies have focused on analysing the digital training and attitudes towards ICT of educational professionals in formal education [4][5][6][7][8][9][10][11] and show the most marked concerns of this group. The lack of initial training in concepts related to educational technology is highlighted [12].…”