The Digital Paradox: Analysis of Differences in Teacher Implementing Technology Inside and Outside the Classroom

Authors

DOI:

https://doi.org/10.15359/ree.26-2.12

Keywords:

Digital adoption in teaching, technological adoption levels, higher education, teaching practice

Abstract

Background. In higher education, the evaluation of the use of technologies shows discrete results in terms of teaching. In a deeply technologized society, this fact contrasts with the high level of digitalization in the teachers’ daily practice: they regulate their lives according to the digital technology principles. Aims. This research aims to contrast the digital practices of teachers outside and inside the classroom based on a model of technological adoption that qualifies the uses of ICT and the level of appropriation that these uses imply. Method. This effect was analyzed using a non experimental descriptive methodology, and a survey was conducted to establish the level of technological adoption in teachers’ lives and teaching practices. Results. In private life, how teachers use technology allows the expansion of tasks carried out towards horizons that traditionally cannot be reached without its use. This is not the case in teaching, where the use of digital tools contributes to implementing traditional practices. Concerning teacher training, teachers perceive the need to direct it to expand the digital experience, although in their professional practice, they continue to have a clearer orientation towards reproducing those traditional practices. Conclusions. The results show that technological adoption in private life is mainly orientated towards a widening level, whereas teaching focuses more on switching traditional tasks to others that, even though they imply the use of digital technologies, do not innovate in practice.

Author Biographies

Rosario Freixas, Universidad Nacional Autónoma de México

Professor at the National School of Social Work at the National Autonomous University
of Mexico. Specialized in the creation, instrumentation and evaluation of
pedagogical models and designs and didactic materials at different levels. She has
worked as an instructor in teacher training.
She courses a Phd at the National University of Distance Education in Madrid, Spain.

Daniel Domínguez-Figaredo, Universidad Nacional de Educación a Distancia

PhD from the National University of Distance Education, in Madrid, where he is a professor and researcher.
Her research focuses on technological mediation and theories that support open and connected learning throughout life.  In his recent work, he has deeped into the analysis of open data-based education and
knowledge management in digital and mixed environments.

 

Fernando Gamboa-Rodríguez, Universidad Nacional Autónoma de México

Expert in design and evaluation of interactive spaces for education, PhD in Computer Science from the University of Paris 11, France. Since 1999 he works at UNAM, where he coordinates the project for "The Classroom of the Future". Teacher and tutor teacher in postgraduate courses in Mexico, France, Spain, Portugal and Peru. At the National Autonomous University of Mexico he coordinates the project "The classroom of the future"

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Published

2022-04-07

How to Cite

The Digital Paradox: Analysis of Differences in Teacher Implementing Technology Inside and Outside the Classroom (R. Freixas, D. Domínguez-Figaredo, & F. Gamboa-Rodríguez , Trans.). (2022). Revista Electrónica Educare, 26(2), 1-20. https://doi.org/10.15359/ree.26-2.12

Issue

Vol. 26 No. 2 (2022): Revista Electrónica Educare (May-August)

Section

Journal Articles (Peer Reviewed Section)

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How to Cite

The Digital Paradox: Analysis of Differences in Teacher Implementing Technology Inside and Outside the Classroom (R. Freixas, D. Domínguez-Figaredo, & F. Gamboa-Rodríguez , Trans.). (2022). Revista Electrónica Educare, 26(2), 1-20. https://doi.org/10.15359/ree.26-2.12

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