Abstract
In 21st century, competencies mediated with ICT are key for development at the educational area. This is the reason why this research aims to assess perception on level of competences of secondary school teachers on technological tools to promote collaborative work methodologies with their students and determine if said level has influence on the implementation of these experiences. Design implies a mixed model based on the application of a questionnaire divided in three parts: demographic aspects, level of knowledge on collaborative tools and experiences on collaborative work with students. Sample (n=542) corresponds to secondary education teachers from Dominican Republic. In analysis, nonparametric tests and categorizations were used. Results suggest that teachers require of a better formation on collaborative methodologies and tools mediated by ICT and, additionally, results indicate that there is a digital gap between male and female teachers, as the first group had more advantages.
Highlights
It is undeniable that imminent changes in society involve a constant update and use of technological resources in order to carry out different tasks
3.1 Level of knowledge on high school teachers on collaborative tools mediated by Information and Communications Technologies (ICT)
At the time of analyzing all items of dimension tools of collaborative work, it is observed that level in teachers from technical-professional and high school modalities oscillates between medium and low concerning the use of ICT tools that facilitate cooperation
Summary
It is undeniable that imminent changes in society involve a constant update and use of technological resources in order to carry out different tasks. Some countries are found at the top of an educational pyramid, in accordance with international reports as PISA reports 2012, 2015, 2018 [4], in the teaching formation quality, and in the student performance, while others are not, and even if these countries try to imitate the educational system of said countries (Finland, Singapore, Japan, etc.), their success has been scarce or even non-existing [5], as they do not possess enough resources, necessary support, or merely because contextual conditions are diverse [6] This is the case, in different grades, of Spain, Israel, Uruguay or the Dominican Republic, among others, where educational policies have been incorporated under an approach of a 2.0 school with high digital technological implementation
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