Análisis sobre las percepciones de docentes en el uso y apropiación de las tecnologías de la información y la comunicación

Juliana Ramírez Candamil; Alejandro Peláez-Arango; Germán Albeiro Castaño Duque

doi:10.5294/edu.2025.28.1.6

Autores/as

Juliana Ramírez Candamil Autor/a University of Caldas https://orcid.org/0000-0001-6471-1627
Alejandro Peláez-Arango Autor/a Universidad de Manizales https://orcid.org/0000-0003-4386-9067
Germán Albeiro Castaño Duque Autor/a Universidad Nacional de Colombia https://orcid.org/0009-0006-7905-4563

DOI:

https://doi.org/10.5294/edu.2025.28.1.6

Palabras clave:

Actitudes, aprendizaje, competencias del docente, enseñanza, percepción, tecnologías de la información y la comunicación

Resumen

Esta investigación se realizó en cuatro municipios de los departamentos de Caldas y Sucre (Colombia), con el objetivo de conocer las percepciones de docentes de escuelas públicas sobre el uso y apropiación de las tecnologías de la información y la comunicación (TIC) en la enseñanza. A partir de una muestra de 414 docentes, se aplicó un instrumento de 49 preguntas, de las cuales se analizaron 14 relacionadas con competencias TIC, actitudes, apropiación y dotación tecnológica institucional. Los análisis estadísticos revelaron diferencias significativas asociadas al territorio, la edad y el género. Se evidenció que los docentes más jóvenes, especialmente los hombres, manifiestan mayor disposición y competencia en el uso pedagógico de las TIC. Las actitudes positivas con la tecnología se asocian con una mayor probabilidad de uso, aunque persisten barreras vinculadas con creencias y confianza tecnológica. Los resultados muestran que la apropiación tecnológica no depende únicamente de factores técnicos, sino también de condiciones socioculturales e institucionales. Se recomienda diseñar programas de formación continua diferenciados por generación y contexto, promover comunidades de práctica y formular políticas educativas que reconozcan desigualdades regionales y de género. Los hallazgos ofrecen insumos clave para avanzar hacia modelos pedagógicos más inclusivos, sostenibles y contextualizados en América Latina.

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Citas

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