Portal de Periódicos da CAPES

Enseñanza & Teaching

2014; Ediciones Universidad de Salamanca; Linguagem: Inglês

10.14201/et

2386-3927

Y Organizativos, Adriana Gewerc Barujel, Lourdes Montero Mesa, Bibl Gewerc Barujel, Adriana Montero Mesa, Adriana Gewerc Barujel, Contextos Organizativos, Y Desarrollo Profesional,

Educational Innovations and Technology

The present paper puts forward the result of a study aimed at analysing teachers’ attitudes towards the use and integration of Information and Communication Technologies (ICT) in the classroom, as well as identifying the factors that favour ICT based good educational practices. This is a multiple case study developed in two public compulsory-secondaryeducation centres in Seville (Spain). The following criterion was born in mind for case selection: both centres focus on guidance for inclusive education and their good practices have been certified by the Andalusian Educational Authority. The techniques for information collection include a questionnaire and a discussion group. Results point out that, on one hand, teachers generally have positive attitudes towards ICT, particularly male teachers and those more usually in contact with these technologies. On the other hand, counting with enough materials and resources, giving importance to constructivism, adapting activities and exercises to the students’ features, and stimulating their learning autonomy and collaborative work –as well as the promotion of inclusive policies and cultures in educational centres– are proven important factors to develop ICT based good educational practices.