Abstract
This article focus on the attitudes of teachers about the implementation of information and communication technologies (ICT) in Ecuadorian schools. While the advantages of ICT in education are well researched, much less is known about the attitudes of teachers towards them. This article provides a qualitative interpretative analysis of the opinions and attitudes of 56 teachers in Ecuador. The produced results acknowledged that implementation of ICT in schools is difficult task due to a lack of materials and resources, high organisational and social demands perceived by teachers, competition caused by younger teachers and students, and job and personal insecurity. Finally, this article suggests some aspects that should be considered and some actions that should be taken in order to minimize these negative aspects.
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Notes
The education system in Ecuador is divided into three main parts: pre-primary education, elementary and secondary education (mandatory and named Educación General Básica EGB), and higher education (named Bachillerato General Unificado BGU). Children have to legally attend primary and secondary education EGB which runs from about 6 years old until the student is 14 years old. Besides, there are vocational education schools designed to provide technical skills required to perform a specific job.
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Alvarado, L.E., Aragón, R.R. & Bretones, F.D. Teachers’ Attitudes Towards the Introduction of ICT in Ecuadorian Public Schools. TechTrends 64, 498–505 (2020). https://doi.org/10.1007/s11528-020-00483-7
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DOI: https://doi.org/10.1007/s11528-020-00483-7