Influential Variables in the Perception and Predisposition to Use ICT. Exploratory Study

Abstract

The scientific literature demonstrates that the perceptions and uses of ict cannot be explained with variables exclusive to the classroom context. Also, It shows that a variable external to that context can be influential in a specific educational reality, but not in another. Therefore, this article explores, in the case of primary education teachers in Peru, the possible variables associated with the perception and predisposition for the use of ict. For this exploration, data from the 2018 National Survey of Teachers (endo) 2018, carried out by the Ministry of Education of Peru, which includes a sample of 6308 primary school teachers. Thus, binary logistic regression tests, log-linear analysis, and chi-square tests were performed, and the magnitudes of the effects of variables with significant values (p < 0,05) were analyzed. The results allow us to conclude that, for Peruvian primary school teachers, the perception and willingness to use ict have associated variables that go beyond the exclusive context of the classroom, which are: the type of school management, ict training, teacher performance evaluation, job satisfaction, working in more than one place, sex and age. Additionally, variables associated with the predisposition for the use of ict are: the area of the school (rural or urban), ict training, age, and the teacher’s perception of the remuneration (fair or unfair) that he receives for his work. Likewise, it was found that only positive perceptions influence the predisposition to use ict in the classroom.