ABSTRACT:
In Latin America and the Caribbean, policies have been implemented to promote the integration of ICTs in schools, increasing public-private investment in OLPC programs. However, there is still insufficient knowledge about how digital technologies are being integrated into education. The main objective of this article is to analyze the use of the laptop by teachers in training in Uruguay. The design of this research is of a mixed type of quantitative dominance. A descriptive correlational non-transactional experimental analysis was developed through a survey of teacher students that was complemented with semi-structured interviews. It was found that students use little of the technology provided by the State as a resource for learning, and among those who do use it, the use of laptop computers in curricular subjects of the teaching specialty is greater than in pedagogical subjects. No evidence was found that gender, age, specialty, and level are characteristics that influence students' perception of the usefulness of laptops.
Keywords:
initial teacher training; digital technology; mobile devices; mixed design; logit model