Saberes y prácticas con TIC: ¿instrumentalismo o complejidad? Un estudio con maestros de primaria argentinos

MONJELAT, NATALIA; PERALTA, NADIA; MARTÍN, PATRICIA SAN

PERFILES EDUCATIVOS

Universidad Nacional Autonoma de Mexico

Lugar: México; Año: 2021 vol. 43 p. 82 - 99

0185-2698

The objective of this study is to identify, characterize and describe the ICT knowledge and practices of several elementary school teachers who just begun a training course in Computer Science Didactics (n = 80). The sample was characterized, emerging categories were constructed, and a multivariate analysis of multiple correspondences (factorial and classification) was performed, using an ad hoc questionnaire. This was complemented with discourse analysis techniques. The results revealed diverse knowledge and practices involving ICT, with training, teaching experience and the use of ICT as the key axes in the constitution of these differences. We identified mostly instrumental digital practices and prior knowledge focused on generic skills. Systemized training courses supported by public policies appear as possible ways to develop critical understanding from a complex perspective, instead from standards and guidelines which presuppose the same skills in all contexts.