Experiencias docentes sobre el uso de las Tecnologías de la Información y la Comunicación (TIC) y su incorporación en el currículum escolar en educación primaria

Abstract

In recent years, the incorporation of information and communication technologies in schools has had a resounding impact on elementary school teachers because it has implied the development of digital skills and the use of devices and computer programs related to the didactic exercise, the teaching and learning processes, and the pedagogical, structural and administrative conditions of each school. This research describes teachers’ experiences related to the use of technologies, their relationship with the institutional discourse and their pedagogical practice. The methodological approach is qualitative and the type of study is exploratory. The participants were chosen by convenience sampling due to the ease of access and availability of the teachers; the sample consisted of four teachers, two fifth and two sixth grade teachers from public schools in Mexico City. The data collection techniques were interview, observation and documentary analysis.The instruments were an interview guide and an observation record. The results show that, in general, the programs and proposals for the inclusion of information and communication technologies emphasize technological tools, the classroom and teaching practice; however, pedagogy, social relations, school organization and learning assessment are left aside. In conclusion, it is necessary to rethink the role of  education and its relationship with the use of technology to facilitate the expected learning at each  educational level and to transcend the inertia of pedagogical and organizational practices and impact the  complex Mexican educational system with the purpose that it is possible to move from the physical to the virtual space.