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

Authors

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

DOI:

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

Keywords:

Attitudes, learning, teacher competencies, teaching, perception, information and communication technologies

Abstract

This research was conducted in four municipalities across the departments of Caldas and Sucre (Colombia), with the aim of understanding public school teachers’ perceptions regarding the use and appropriation of information and communication technologies (ICT) in teaching. Based on a sample of 414 teachers, a 49-question instrument was administered, from which 14 questions were analyzed, focusing on ICT competencies, attitudes, appropriation, and institutional technological infrastructure. Statistical analyses revealed significant differences associated with region, age, and gender. Younger teachers, particularly men, showed greater willingness and competence in the pedagogical use of ICT. Positive attitudes toward technology were linked to a higher likelihood of use, although barriers related to beliefs and technological confidence persist. The findings indicate that technological appropriation depends not only on technical factors but also on sociocultural and institutional conditions. It is recommended to design continuous training programs tailored by generation and context, promote communities of practice, and formulate educational policies that address regional and gender-based inequalities. The results provide key insights for advancing more inclusive, sustainable, and context-sensitive pedagogical models in Latin America.

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