Integración de las tecnologías de la información y la comunicación (TIC) e inteligencia artificial (IA) en la formación docente

Abstract

This study examines the integration of Information and Communication Technologies (ICT) and Artificial Intelligence (AI) in teacher training at the University of Guayaquil, Ecuador. The research, involving 250 students and 100 teachers from various pedagogical careers, employed a quantitative approach with analysis of variance and multiple regression. Results reveal significant differences in digital competencies and attitudes towards AI among careers, with experimental sciences showing higher levels. Students exhibited greater digital competence and more positive attitudes towards AI than teachers. Digital competencies, attitudes towards AI, and previous experience with technology were significant predictors of willingness to integrate ICT and AI into teaching practice. The study concludes that a differentiated approach in technological training is necessary for different pedagogical specialties and generations of educators, providing an empirical basis for designing teacher training programs and educational policies in the digital era.