FACTORS DETERMINANTS USE OF MOBILE DEVICES IN THE INITIAL TEACHER TRAINING IN URUGUAY

ABSTRACT: In Latin America and the Caribbean, policies have been implemented to promote the integration of ICTs in schools, increasing public-private investment in OLPC programs. However, there is still insufficient knowledge about how digital technologies are being integrated into education. The main objective of this article is to analyze the use of the laptop by teachers in training in Uruguay. The design of this research is of a mixed type of quantitative dominance. A descriptive correlational non-transactional experimental analysis was developed through a survey of teacher students that was complemented with semi-structured interviews. It was found that students use little of the technology provided by the State as a resource for learning, and among those who do use it, the use of laptop computers in curricular subjects of the teaching specialty is greater than in pedagogical subjects. No evidence was found that gender, age, specialty, and level are characteristics that influence students' perception of the usefulness of laptops.

摘要：在拉丁美洲及加勒比地区，相关政策已推动信息与通信技术（ICTs）在校园中的融合应用，并加大了公私部门对One Laptop Per Child（OLPC）项目的投入。然而，当前学界对数字技术融入教育的具体路径仍缺乏足够认知。本文旨在分析乌拉圭职前教师对笔记本电脑的使用情况。本研究采用以定量研究为主的混合研究设计，通过面向师范生的问卷调查结合半结构化访谈，开展了描述性相关非实验分析。研究结果表明，师范生极少将国家配发的技术设备作为学习资源；在实际使用设备的群体中，其在教学专业学科课程中使用笔记本电脑的频率，高于在教育学类课程中的使用频率。未发现性别、年龄、专业方向及学历层次会对师范生关于笔记本电脑实用性的认知产生显著影响。