THE INTEGRATION PROCESS AND PEDAGOGICAL USE OF ICTS IN MADRID SCHOOLS

Abstract

Introduction: Schools are making significant efforts to incorporate ICTs
to their classrooms. However, integration requires structured projects that
have an impact not only on infrastructure and resources, but also on plans
for techno-pedagogical training, methodological innovation, leadership,
management and coordination so that they can achieve their goal of
improvement. This study aims therefore to analyze the characteristics of
primary schools and secondary schools in the Community of Madrid, and
the level of ICT skills among teachers to identify their needs. To do so, this study will be theoretically framed in the UNESCO Standards Teacher Training in ICT. Methodology: In order to fulfill these intentions, we have applied a questionnaire that allows us to determine which are the characteristics of the centers that influence in the profile of teachers and their digital skills effectively, making the process of integration and pedagogical use of ICT more effective. Results: In this study it is evident that teachers still do not have the digital skills needed to work with ICTs in the schools that were analyzed.
Conclusions: The results suggest that the key aspects that affect the process of implementation and integration of technologies in a school are training in digital skills, techno-pedagogical coordination, methodological application designed from the school curriculum as well as effective leadership that would create a climate of acceptance towards technology as an element of educational innovation. In addition, these schools must make a major effort, through a techno-pedagogical project of integration, to equip their classrooms with the appropriate resources and organization/coordination in order to incorporate innovative learning activities in the classrooms.