Factors associated with teaching practices with the support of information and communication technologies

Abstract

The integration of information and communication technologies (ICT) by teachers in the teaching process is essential for improving the quality of education. The present study examines the relationships of digital ability, usability, utility, and management with the frequency with which elementary school teachers use ICT in their teaching practices. The study sample comprises 252 teachers (M age = 36.5 years, SD = 10.1) of Sonora, Mexico. A cross-sectional relational design was used. Self-report scales were used to measure the variables. A multiple linear regression model has shown that variables related to both the teacher (digital ability and usability) and the principal (management) are positively associated with technology-supported teaching practices. We conclude that the integration of ICT in teaching by teachers is related to variables regarding the teacher and principals.