Faculty Teachers' Beliefs and Practices regarding Digital Technology-Based Generic Skills Development

Abstract

This article seeks to explore teacher beliefe and practices regarding integration of digital technology into the curriculum, under a flipped classroom-based innovation project, at a Chilean private university. It is a virtual ethnography-based qualitative research that allows analyzing the narrative of 45 teachers registered in forums in a virtual environment. Results show that most teachers use -PowerPoint presentations and e-mail as technological resources In their practice (84,44% and 77.77%, respectively). As far teaching style is concerned, lecture continues to prevail, As a conclusion, teachers' beliefs are directly related to integrating digital technology into the curriculum.