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Factors influencing pedagogical activities with ICT in Initial Teacher Training in Mathematics in Chile
PROCEEDINGS

, Institure of ICT in Education, University of La Frontera, Chile

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper present the findings of a study conducted to determine the presence of different pedagogical activities with ICT in Initial Teacher Training (ITT) in Mathematics in Chile; identifying and quantifying the influence of different factors associated to such activities. The method use involved the secondary analysis of the databases from the national implementation of the 2009 study "ICT in Initial Teacher Training", based on a survey applied to different actors from 44 ITT institutions. Descriptive and linear regression techniques were used to analyze data. Findings indicate that Math teachers use ICT in ITT in a basic and undiversified way, more in support of conventional pedagogical activities than to innovate. Results from different regression models are presented in this paper to explain the factors’ influence on the frequencies of pedagogical activities with ICT in ITT. Findings are discussed to determine their possible contribution to policy-making in this field.

Citation

Brun, M. (2012). Factors influencing pedagogical activities with ICT in Initial Teacher Training in Mathematics in Chile. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2724-2730). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 6, 2020 from .

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