Descripción

To establish the use and appropriation of ICT in the competences of primary and secondary school teachers, a questionnaire of closed reagents was applied to a sample of 100 teachers from the municipality of Soacha, Cundinamarca, Colombia in 2016. Six questions from the survey were analyzed, related to a training workshop and six research hypotheses were studied. The information was processed with the statistical package SPSS v.23, with a Chi square test for the hypotheses. When calculating the C Contingency Coefficient of 0.087 we conclude that this is a low relation; it was shown that there is no relationship between the sex of teachers and the content seen in the Colombia learn portal, PHET laboratories, resource bank, motivation to implement digital resources, tenure and proper use of tablets. Referencias Acuña, E. (2005). Análisis de Datos Categóricos. Departamento de Matemáticas Universidad de Puerto Rico- Mayagüez. Recuperado de http://castle.uprm.edu/miniman8sl.pdf Díaz, J. (2016). Aplicación PhET: estrategia de enseñanza aprendizaje de fracciones equivalentes. Revista Criterios, 23(1), 111-123. _____. (2017a). Conocimiento y apropiación de las tecnologías de la información y la comunicación (TIC) en la formación docente. Revista Actualidades Pedagógicas, (69), 121-131. Recuperado de https://revistas.lasalle.edu.co/index.php/ap/article/view/4066/3198 _____. (2017b). Importancia de la simulación Phet en la enseñanza y aprendizaje de fracciones equivalentes. Revista Educación y Desarrollo Social, 11(1), 48-63. Espinosa, H., Restrepo, L. y Aránzazu, D. (2016). Desarrollo de habilidades digitales docentes para implementar ambientes virtuales de aprendizaje en la docencia universitaria. Revista Sophia, 12(2), 261-271. Khan, S. (2012). Integration of ICT Component in Teacher Educational Institutions: An Unavoidable Step towards Transforming the Quality of Present Teacher Education System. Indian Streams Research Journal, 1(5). Lind, D., Marchal, W. y Mason, R. (2015). Estadística para administración y economía (11ava. ed.). Colombia: Alfaomega. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2000). Foro Mundial sobre la Educación, Dakar 2000. Paris: UNESCO. Peeraer, J. y Van Petegem, P. (2011). How to Address Integration of ICT in Teaching Practice? Research on Factors Influencing the Use of ICT in Education. Education in a technological world: communicating current and emerging research and technological efforts, 237-244. Recuperado de http://www.formatex.info/ict/book/237-244.pdf Ryymin, E., Palonen, T. y Hakkarainen, K. (2008). Networking Relations of Using ICT within a Teacher Community. Computers & Education, 51(3), 1264-1282. Umoru, T. (2012). Barriers to the Use of Information and Communication Technologies in Teaching and Learning Business Education. American Journal of Business Education (Online), 5(5), 575-580. Webster, A. (2001). Estadística aplicada a los negocios y la economía (3ra. ed.). Bogotá, Colombia: McGraw-Hill.