Abstract
The use of technologies in education gained widespread acceptance in recent years, but its prevalence and dominance accelerated due to the arrival of the COVID-19 pandemic. This study aims to describe the teaching experiences with ICT in secondary education in Paraguay. An exploratory qualitative and quantitative methodology was used with focus group interviews and open- and closed-ended questionnaires. Qualitative content analysis was first carried out, resulting in the following categories: virtual platforms, teaching materials, technological resources and infrastructure, and teacher training. Next, univariate and multivariate descriptive analysis was performed, and the Student’s T-test, Chi-square (95% confidence), and Exploratory Factor Analysis, using the IBM SPSS 21 statistical software. The results evidenced problems in implementing ICT in the classroom and the challenges teachers faced in technological training and acquiring technological tools. This study’s value is the expectation of affecting public policy about implementing and using ICT efficiently and equitably to attain superior educational quality.
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Acknowledgements
This study was conducted with support from CONACYT, Paraguay (PINV18-121). The content is the sole responsibility of the authors, and in no case should it be considered to reflect the opinion of CONACYT. We thank all the participants in this study.
The authors acknowledge the technical support of the Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.
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Canese, V., Paez, R., Amarilla, J., Rodriguez, P. (2022). Latent Variables Associated with Teachers’ Views About ICT and Integrating Them in Classroom Processes. In: Hosseini, S., Peluffo, D.H., Nganji, J., Arrona-Palacios, A. (eds) Technology-Enabled Innovations in Education. Transactions on Computer Systems and Networks. Springer, Singapore. https://doi.org/10.1007/978-981-19-3383-7_50
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