ABSTRACT
The aim of this study is to investigate the impact of information and communication technology (ICT) integration in the teaching and learning practices of educational systems. The study is carried out by reviewing various literatures and studies on the ideas of ICT and its usage in teaching and learning practices. The study reveals that ICT is vital to transform the teaching and learning process and has a great importance for both teachers and students. It also looks at the definitions of ICT as given by different scholars. Lack of well-equipped ICT tools, beliefs and commitments of teachers as well as students onTechnology-based Teaching and Learning practices are the main challenges of ICTimplementation in education successfully
ABSTRACT
Las competencias del profesorado en las Tecnologías de la Información y la Comunicación siguen siendo un elemento crucial para el desarrollo educativo. Este trabajo pretende establecer un marco que permita concretar las relaciones de los dos elementos competenciales (tecnológico y pedagógico) y analizar la influencia de factores personales y contextuales clave. La información se ha recogido a partir de un cuestionario en una muestra de 868 profesores de educación primaria y secundaria en la Comunidad Valenciana (España). Los resultados muestran la importancia de un enfoque multivariado, para valorar la complejidad del problema. Aportan una visión de las influencias de los diversos factores personales y contextuales que van más allá de los numerosas aportaciones basadas en enfoques univariados. Esto es muy relevante para el desarrollo de las políticas educativas, tanto las relativas a los programas de dotaciones como las destinadas a la formación del profesorado.
The ICT competences of teachers remain a crucial issue for educational development. This work aims to establish a framework to specify the relations of the two elements of competence (technological and pedagogical) and analyze the influence of key personal and contextual factors. The data were collected from a questionnaire in a sample of868 teachers from primary and secondary education in Comunidad Valenciana (Spain). The results show the importance of a multivariate approach to assess the complexity of the problem. They provide an overview of the influences of different personal and contextual factors that go beyond the many contributions based on univariate approaches. This is very relevant to the development of education policies for both programs for endowments as those aimed at teacher training.